Students with lower grades earn degrees more often when they belong to an academic major's majority group

Research has shown that students from underrepresented groups in certain academic majors tend to have a harder time persisting and graduating, even when controlling for academic preparation. The finding that students with lower grades are more likely to earn degrees when they belong to the majority group in their major is concerning, as it suggests that non-academic factors may be influencing who stays in and completes these programs. This has implications for efforts to diversify fields like engineering, where women and underrepresented minorities are still significantly underrepresented.

The persistence of disparities in degree attainment across different fields of study highlights the need for more nuanced and targeted interventions. For example, in engineering, where women make up only about 25% of undergraduate degree holders, universities may need to focus on creating more supportive and inclusive learning environments that help underrepresented students succeed. This could involve providing additional academic support, mentorship, and community-building opportunities specifically for students from underrepresented groups.

As researchers and educators continue to explore ways to promote greater diversity and inclusion in STEM fields, it's essential to keep a close eye on the intersection of academic preparation, field of study, and demographic characteristics. Specifically, it will be important to watch how institutions respond to these findings and whether they are able to implement effective strategies to support underrepresented students in engineering and other STEM fields. Will efforts to increase diversity and inclusion lead to more equitable outcomes, or will existing disparities persist?

Originally reported by phys.org. EngineeringNews adds analysis for science & discovery readers.