Racial and Gender Disparities in Achievement and Persistence in Gateway Mathematics Courses: An Intersectional Analysis

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Learning at the Margins: An Intersectional Exploration of the Higher Education Experiences of Students of Color (Table 15)

Abstract

Despite efforts to increase STEM enrollment and diversity, low retention rates persist and particularly affect women and underrepresented minority (URM) students. Existing research has analyzed disparities separately, overlooking the synergistic impact of multiple forms of oppression. This paper examined STEM persistence disparity through an intersectional lens. Focusing on mathematics gateway courses, we investigated the achievement gap and its relation to subsequent course-taking decisions for URM women, URM men, non-URM women, and non-URM men. Results reveal significant disparities in achievement and persistence rates, with URM women experiencing compounded and synergetic disadvantages. The relationship between grades and course-taking decisions varied across demographic groups. Women are reluctant to persist even with decent grades, while URM men are more likely to persist once passed.

Authors

• Xinyao Zheng, University of California - Riverside

• Kinnari Atit, University of California - Riverside

• Soojin Park, University of California - Riverside