Do Introductory Courses Disproportionately Drive Minoritized Students out of STEM Pathways?
Do Introductory Courses Disproportionately Drive Minoritized Students out of STEM Pathways?
This study found that the association between low performance in an introductory STEM class and failure to obtain a STEM degree is stronger for underrepresented minority (URM) students than for other students, even after controlling for academic preparation in high school and intent to obtain a STEM degree.