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Disparidades de calificaciones asociadas con la demografía de los estudiantes en los cursos de biología de la
Victoria S Farrar1, Montserrat Valdivia Medinaceli2, Nicholas T Young3
1Department of Evolution, Ecology, and Behavior, University of Illinois Urbana-Champaign, Urbana, IL 61801.
CBE life sciences education
|August 26, 2025
Resumen
Los cursos de STEM de división superior muestran diferencias significativas de calificación para los estudiantes minoritarios, incluidas las mujeres y los individuos de primera generación. Estas desigualdades sistémicas persisten, lo que requiere un cambio institucional más allá de los modelos de déficit estudiantil.
Área de la Ciencia:
- Investigación en educación STEM
- Equidad en la educación superior
- Educación en biología
Sus antecedentes:
- Los cursos introductorios de STEM muestran disparidades de calificación entre las diversas identidades de los estudiantes.
- Pocos estudios han investigado estas disparidades de resultados en los cursos de STEM de la división superior, con resultados mixtos.
- Las desigualdades sistémicas en la educación STEM son un desafío persistente.
Objetivo del estudio:
- Caracterizar las disparidades de grado en los cursos de biología de la división superior (Genética y Biología Celular).
- Examinar las disparidades entre múltiples identidades estudiantiles durante una década en cinco instituciones.
- Desafiar las perspectivas de los activos estudiantiles/deficit institucional mediante la adopción de un enfoque cuantitativo crítico.
Principales métodos:
- Análisis de 10 años de datos de inscripción (N = 58,692 estudiantes) en la división superior de Genética y Biología Celular.
- Controlado por el rendimiento académico anterior para aislar las disparidades de calificación basadas en la demografía.
- Utilizó un enfoque crítico de los métodos cuantitativos y un marco institucional de déficit.
Principales resultados:
- Se encontraron diferencias significativas en los grados para las mujeres, los PEER, la primera generación, el bajo estatus socioeconómico y los estudiantes de transferencia.
- La acumulación de identidades privilegiadas se correlacionó positivamente con las calificaciones más altas del curso.
- Las disparidades de grado fueron más pronunciadas en Genética que en Biología Celular y variaron según la institución.
Conclusiones:
- Las desigualdades sistémicas observadas en los cursos introductorios de STEM también están presentes en la división superior de biología.
- Las universidades deben pasar de los modelos de déficit estudiantil a los modelos de déficit curricular y institucional.
- Se necesitan políticas y prácticas para abordar y mitigar las disparidades de equidad en la educación superior STEM.
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