在多个机构的上级生物课程中与学生人口统计学相关的成绩差异
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
概括
高级的STEM课程对少数群体的学生,包括女性和第一代人来说存在很大的分歧. 这些系统性不平等仍然存在,
科学领域:
- 在STEM教育研究
- 高等教育的公平
- 生物教育
背景情况:
- 介绍性STEM课程在不同学生身份之间存在分级差异.
- 很少有研究研究了上级STEM课程的结果差异,结果各不相同.
- 在STEM教育中的系统性不平等是一个持续的挑战.
研究的目的:
- 在上级生物学课程 (遗传学和细胞生物学) 进行分类.
- 在五个机构的十多个学生身份的差异.
- 通过采用批判性的量化方法,挑战学生资产/机构赤字的观点.
主要方法:
- 分析了10年的入学数据 (N = 58,692名学生) 在上级的遗传学和细胞生物学.
- 通过对先前的学业成绩进行控制, 以隔离基于人口的成绩差异.
- 采用了对量化方法和机构赤字框架的批判性方法.
主要成果:
- 在女性,PEER,第一代,低社会经济地位和转学学生中发现了显著的分歧.
- 积累特权身份与更高的课程成绩有正相关性.
- 在遗传学比细胞生物学更明显的差异,并因机构而异.
结论:
- 在STEM入门课程中观察到的系统性不平等也存在于上级生物学中.
- 大学必须从学生赤字模式转向课程和机构赤字模式.
- 需要制定政策和实践来解决和减轻STEM高等教育中的公平差异.
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