论文标题
不平等的示例为代表性不足的少数族裔学生获得了较低的成绩，并且在STEM学科中的流失率较高
Inequity exemplified by underrepresented minority students receiving lower grades and having higher rates of attrition across STEM disciplines
论文作者
论文摘要
在追求教育时，代表性不足的少数族裔（URM）学生受到历史上根源的不平等，尤其是在多样性的STEM学科中。为了使STEM教育公平且包容性，证明了来自不同种族/种族人口统计学的学生如何进行表现。我们在一所大型公立大学使用10年的机构数据来调查亚洲，URM和白人学生在宣布，宣布宣布并获得学位的趋势，并获得降级或获得学位的学生的GPA。我们发现，与其他学生相比，URM学生的最高比例较高，而这些趋势在物理和经济学中尤为明显。此外，我们发现令人震惊的GPA趋势是因为URM学生的成绩始终低于亚洲和白人同龄人。此外，在某些STEM学科中，获得学位的URM学生的成绩与放弃专业的亚洲和白人学生的成绩相同。这种令人不安的趋势可能表明缺乏足够的支持，指导和指导，以确保已经严重不利的URM学生卓越。这些定量发现要求使学习环境公平且包容性，以便许多因严重缺点上大学的URM学生得到适当的支持，并且可以与其他学生相似。
Underrepresented minority (URM) students are subjected to historically rooted inequities when pursuing an education, especially in STEM disciplines with little diversity. In order to make STEM education equitable and inclusive, evidence for how students from different racial/ethnic demographics are faring is necessary. We use 10 years of institutional data at a large public university to investigate trends in the majors that Asian, URM, and White students declare, drop after declaring, and earn degrees in as well as the GPA of the students who drop or earn a degree. We find that higher percentages of the URM students drop most majors compared to other students and these trends are particularly pronounced in physics and economics. Moreover, we find alarming GPA trends in that the URM students consistently earn lower grades than their Asian and White peers. Furthermore, in some STEM disciplines, the URM students who earn a degree are earning the same grades as the Asian and White students who dropped the major. This troubling trend may signify lack of sufficient support, mentoring, and guidance to ensure excellence of the URM students who are already severely disadvantaged. These quantitative findings call for making learning environments equitable and inclusive so that many URM students who come to college with severe disadvantages are appropriately supported and can excel similar to other students.
