Using a massive dataset of 110,000 students across six large research universities, the study found that white males are still more likely than other groups to earn STEM-related degrees even when they have a poorer academic record. Just as important, the study controlled for the high school preparation of students who intended to study STEM, assuming average grade points of 3.57 and ACT composite scores of 26 (placing students in the 83rdpercentile). The study offers some of the most stark evidence yet that even when students enter college with equal qualifications, white males are rewarded more richly for their grades in introductory courses while students from underrepresented populations are more severely punished. One of the study’s authors, Nate Brown, said that, given that the study had controlled for similar high school prep, he was “surprised and horrified” by how wide the gulf was between white and Black students after they went through their first-term collegiate STEM classes. The gulfs are so wide that co-researcher Chad Topaz said the findings should prod colleges to analyze how they teach, rather than continuing to blame disparities on individual deficiencies among Black, Latinx, Indigenous, and female students. Their study indicates that it is not the students, but the culture in core introductory STEM courses that is deficient. “Our study indicates that something is happening in the classes themselves,” Topaz said, “especially for students from already marginalized groups who receive a low grade in introductory courses. The system somehow treats them differently.” Link to article: https://www.ehn.org/diversity-in-stem-2658516318.html