Journal article
AN ANALYSIS OF URM STEM STUDENTS' GPAs RELATIVE TO GOOD TEACHING PRACTICES
Journal of women and minorities in science and engineering, Vol.28(5), pp.1-24
2022
DOI: 10.1615/JWomenMinorScienEng.2021033546
Abstract
This study examines the relationship between effective pedagogical practices and college GPAs of underrepresented minority (URM) STEM majors at ten research universities. Analyzing data from 2027 URM STEM collegians who completed the Student Experience in the Research University survey, this study intentionally employed disaggregated data to explore the unique influences of pedagogical practices as they relate to students’ GPAs. The results identified several significant relationships between good practices and students’ likelihood to have at least a 3.0 GPA. Several items had positive associations with students’ GPA, while out-of-class group projects had a negative relationship. This study concludes with implications for practice and research.
Details
- Title: Subtitle
- AN ANALYSIS OF URM STEM STUDENTS' GPAs RELATIVE TO GOOD TEACHING PRACTICES
- Creators
- Amanda L. MolletJoshua M. HolmesJodi L. Linley
- Resource Type
- Journal article
- Publication Details
- Journal of women and minorities in science and engineering, Vol.28(5), pp.1-24
- DOI
- 10.1615/JWomenMinorScienEng.2021033546
- ISSN
- 1072-8325
- eISSN
- 1940-431X
- Language
- English
- Date published
- 2022
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984371287102771
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