E Hulzebos, D Sijm, T Traas, R Posthumus, L Maslankiewicz
Validity and validation of expert (Q)SAR systems
SAR and QSAR in environmental research
large introductory lecture courses frequently postsecondary students first formal interaction science technology engineering mathematics stem disciplines grade outcomes courses often disparate across student populations turn implications student retention study positions disparities manifestation systemic inequities along dimensions sex raceethnicity income firstgeneration status investigates extent similar across peer institutions examined grade outcomes selected set early stem courses across six large public researchintensive universities united states ten years sample 200000 stem course enrollments find course grade benefits increase significantly number systemic advantages students possess six institutions observed trends academic outcomes versus advantage strikingly similar across universities despite fact control differences grading practices contexts instructor student populations findings concerning given courses often students first postsecondary stem experiences stem course grades typically lower disciplines students taking often pay grade penalties systemic advantages student groups experience correlated significant reductions grade penalties six institutions consistency findings across institutions courses supports claim inequities stem education systemic problem driven factors go beyond specific courses individual institutions work provides basis exploration contexts inequities exacerbated reduced used advocate structural change within stem education cultivate equitable learning environments must reckon pervasive structural barriers stem courses negatively shape experiences marginalized students online version contains supplementary material available 101186s40594024004747