Abstract
Studies indicate that racial disparities in STEM achievement or equity grade gaps are associated with faculty fixed mindset beliefs; however, whether specific instructional beliefs are linked to student academic achievement remains unclear. We surveyed 216 STEM faculty to assess their mindset and instructional beliefs and linked these to detailed student transcript data (n = 31,361). Results reveal that faculty with fixed mindset beliefs also endorsed more traditional instructional beliefs regarding assessment, grading, and diversity. Further, the endorsement of these beliefs was associated with larger equity grade gaps. Analysis of faculty characteristics indicate that male faculty, full professors, and instructors in Physical Sciences tended to hold instructional beliefs that are linked to larger equity grade gaps.
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Notes
While the term minoritized could encompass multiple intersecting dimensions of identities and backgrounds, e.g. gender, race and ethnicity, etc., we use the term “minoritized” to specifically describe the underrepresentation of STEM students in college based on ethnicity and race. We recognize that East and South Asian students are racially minoritized in other ways that are not generally observable in aggregate by representation statistics (Castro & Collins, 2021).
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The authors would like to thank the survey participants for their time in completing the study survey.
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This work was supported by the National Science Foundation (NSF DUE 1821724).
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Park, E.S., Wilton, M., Lo, S.M. et al. STEM Faculty Instructional Beliefs Regarding Assessment, Grading, and Diversity are Linked to Racial Equity Grade Gaps. Res High Educ (2024). https://doi.org/10.1007/s11162-023-09769-0
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DOI: https://doi.org/10.1007/s11162-023-09769-0