Systemic advantage has a meaningful relationship with grade outcomes in students' early STEM courses at six research universities

• Main Authors: Sarah D. Castle (Author), W. Carson Byrd (Author), Benjamin P. Koester (Author), Meaghan I. Pearson (Author), Emily Bonem (Author), Natalia Caporale (Author), Sonja Cwik (Author), Kameryn Denaro (Author), Stefano Fiorini (Author), Yangqiuting Li (Author), Chris Mead (Author), Heather Rypkema (Author), Ryan D. Sweeder (Author), Montserrat B. Valdivia Medinaceli (Author), Kyle M. Whitcomb (Author), Sara E. Brownell (Author), Chantal Levesque-Bristol (Author), Marco Molinaro (Author), Chandralekha Singh (Author), Timothy A. McKay (Author), Rebecca L. Matz (Author)
• Format: Book
• Published: SpringerOpen, 2024-02-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Abstract Background Large introductory lecture courses are frequently post-secondary students' first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has...