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Abstract Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement—and ultimately the persistence and graduation—of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.e., the proportion of female students within a course and the presence of a female instructor) and grades within a sample of 11,958 STEM‐interested undergraduates enrolled in 8686 different STEM courses at 20 colleges and universities. Female student representation within a course predicted greater academic achievement in STEM for all students, and these findings were generally stronger among female students than male students. Female students also consistently benefitted more than male students from having a female STEM instructor. These findings were largely similar across a range of student and course characteristics and were robust to different analytic approaches; a notable exception was that female student representation had particularly favorable outcomes for female students (relative to male students) within mathematics/statistics and computer science courses.
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This content will become publicly available on May 15, 2026
Evaluating the impact of peer supplemental instruction on STEM course outcomes: A five-semester study at an HBCU
This study examined the impact of Supplemental Instruction (SI) on student performance in introductory STEM courses at a Historically Black College or University (HBCU). Using a non-experimental, ex post facto design, academic outcomes from 105 courses and 2,829 student grades were analyzed over five semesters. While overall course performance scores did not significantly differ between SI and non-SI groups, SI-supported courses showed significantly higher frequencies of “B” and “C” grades and a greater proportion of passing rates. These findings suggest that SI may improve academic outcomes for students at risk of failure. Institutions seeking to reduce attrition in gateway STEM courses—especially among underrepresented students—should consider SI as a scalable, equity-driven academic support model.
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- Award ID(s):
- 1912170
- PAR ID:
- 10595274
- Publisher / Repository:
- Star Scholars Press
- Date Published:
- Journal Name:
- American Journal of STEM Education
- Volume:
- 11
- ISSN:
- 3065-1190
- Page Range / eLocation ID:
- 9 to 26
- Subject(s) / Keyword(s):
- peer supplemental instruction, HBCU STEM retention
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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