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STEM Faculty Instructional Beliefs Regarding Assessment, Grading, and Diversity are Linked to Racial Equity Grade Gaps

Author

Listed:
  • Elizabeth S. Park

    (Westat)

  • Mike Wilton

    (University of California Santa Barbara)

  • Stanley M. Lo

    (University of California San Diego
    University of California San Diego)

  • Natascha Buswell

    (University of California Irvine)

  • Nicole A. Suarez

    (University of California San Diego
    San Diego State University)

  • Brian K. Sato

    (University of California Irvine)

Abstract

Studies indicate that racial disparities in STEM achievement or equity grade gaps are associated with faculty fixed mindset beliefs; however, whether specific instructional beliefs are linked to student academic achievement remains unclear. We surveyed 216 STEM faculty to assess their mindset and instructional beliefs and linked these to detailed student transcript data (n = 31,361). Results reveal that faculty with fixed mindset beliefs also endorsed more traditional instructional beliefs regarding assessment, grading, and diversity. Further, the endorsement of these beliefs was associated with larger equity grade gaps. Analysis of faculty characteristics indicate that male faculty, full professors, and instructors in Physical Sciences tended to hold instructional beliefs that are linked to larger equity grade gaps.

Suggested Citation

  • Elizabeth S. Park & Mike Wilton & Stanley M. Lo & Natascha Buswell & Nicole A. Suarez & Brian K. Sato, 2024. "STEM Faculty Instructional Beliefs Regarding Assessment, Grading, and Diversity are Linked to Racial Equity Grade Gaps," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(5), pages 871-892, August.
    • Handle: RePEc:spr:reihed:v:65:y:2024:i:5:d:10.1007_s11162-023-09769-0
    DOI: 10.1007/s11162-023-09769-0
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    References listed on IDEAS

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    1. Robert W. Fairlie & Florian Hoffmann & Philip Oreopoulos, 2014. "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom," American Economic Review, American Economic Association, vol. 104(8), pages 2567-2591, August.
    2. Ashley Harlow & Stanley M Lo & Kem Saichaie & Brian K Sato, 2020. "Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives," PLOS ONE, Public Library of Science, vol. 15(1), pages 1-14, January.
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