并非所有的劣势都是平等的：种族/少数民族学生在STEM和非STEM GPA的所有人口群体中处于最大的劣势
Not all disadvantages are equal: Racial/ethnic minority students have largest disadvantage of all demographic groups in both STEM and non-STEM GPA
摘要：
为了努力促进所有学生的平等和包容，必须对机构数据进行分析，以了解来自历史上弱势背景的学生所面临的许多障碍的结果。我们使用一所大型公立研究型大学10年的机构数据，调查了按四个人口统计特征分类的学生的成绩（包括整体成绩和STEM课程成绩）：性别、种族/民族、低收入状况和第一代大学生。我们发现，平均而言，在所有学习年限和所有专业群中，代表性不足的少数民族学生的平均整体和STEM GPA甚至比最弱势的非URM学生受到更大的惩罚。此外，由于社会经济地位或父母教育水平而处于不利地位的少数民族学生的平均GPA甚至进一步受到惩罚。此外，我们还发现，虽然所有人口统计群体中的女性平均GPA都较高，但除了最有特权的学生之外，STEM GPA中几乎不存在这些性别差异。这些调查结果表明，有必要提供支持，以弥补某些群体因历史上的不利处境而产生的差距。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
