论文标题
并非所有的缺点都是平等的：种族/族裔少数民族学生在STEM和非STEM GPA的所有人口群体中都有最大的缺点
Not all disadvantages are equal: Racial/ethnic minority students have largest disadvantage of all demographic groups in both STEM and non-STEM GPA
论文作者
论文摘要
对制度数据的分析，以了解来自历史上处于弱势背景的学生所面临的许多障碍的结果，对于努力促进所有学生的公平和包容性很重要。我们在一所大型公立研究大学使用10年的机构数据来调查所获得的成绩（无论是整体还是在STEM课程中），该学生对四个人口特征进行分类：性别，种族/种族，低收入状态和第一年大学生的地位。我们发现，在所有年份的学习中，对于所有专业的所有集群，代表人数不足的少数族裔学生对他们的平均水平和STEM GPA的罚款都比最不利的非URM学生更大。此外，由于社会经济地位或父母教育水平，代表性不足的少数族裔学生在其平均GPA中进一步受到了惩罚。此外，我们还发现，尽管所有人口统计群体中的女性总体GPA的平均水平都更高，但这些性别差异在STEM GPA中几乎完全不存在，除了最有特权的学生之一。这些发现表明，需要提供支持，以弥合从历史缺点到某些群体的差距。
An analysis of institutional data to understand the outcome of the many obstacles faced by students from historically disadvantaged backgrounds is important in order to work towards promoting equity and inclusion for all students. We use 10 years of institutional data at a large public research university to investigate the grades earned (both overall and in STEM courses only) by students categorized on four demographic characteristics: gender, race/ethnicity, low-income status, and first-generation college student status. We find that on average across all years of study and for all clusters of majors, underrepresented minority students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Moreover, the underrepresented minority students with additional disadvantages due to socioeconomic status or parental education level were even further penalized in their average GPA. Furthermore, we also find that while women in all demographic groups had a higher average overall GPA, these gender differences are almost completely non-existent in STEM GPA except among the most privileged students. These findings suggest that there is need to provide support to bridge the gaps that emanate from historical disadvantages to certain groups.
