ArticleCBE life sciences education2022
Integrating Critical Approaches into Quantitative STEM Equity Work.
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
13 citing papers in PubMed, 37 citations in OpenAlex.
- Assessment of Pediatric Residents in the United States by Sex, Ethnoracial and Intersectional Group.Perspectives on medical education · 2026Article
- Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.CBE life sciences education · 2025Article
- The Role of Faculty in Cultivating Thriving Campus STEM Ecosystems.CBE life sciences education · 2025Article
- Measuring STEM Instructors' Learning of and Growth in Inclusive Teaching: Development and Evaluation of the STEM Faculty Inclusive Teaching Survey (FITS).CBE life sciences education · 2025Article
- Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-efficacy for Women of Color Undergraduates.CBE life sciences education · 2024Article
- All In: Understanding and Motivating Stakeholders to Create an Equitable Culture of Student Success.CBE life sciences education · 2024Article
- Calling for Equity-focused Quantitative Methodology in Discipline-based Education Research: An Introduction to Latent Class Analysis.CBE life sciences education · 2024Article
- A Multi-institutional Cluster Analysis to Identify Groups of Courses with Exemplary Opportunity Gaps for Undergraduate Students in the Biological Sciences.CBE life sciences education · 2024Article
- Challenging Misconceptions about Race in Undergraduate Genetics.CBE life sciences education · 2024Article
- Systemic advantage has a meaningful relationship with grade outcomes in students' early STEM courses at six research universities.International journal of STEM education · 2024Article
- Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors.CBE life sciences education · 2023Article
- How researchers calculate students' grade point average in other courses has minimal impact.PloS one · 2023Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The recent anti-racist movements in the United States have inspired a national call for more research on the experiences of racially marginalized and minoritized students in science, technology, engineering, and mathematics (STEM) fields. As researchers focused on promoting diversity, equity, and inclusion, we contend that STEM education must, as a discipline, grapple with how analytic approaches may not fully support equity efforts. We discuss how researchers and educational practitioners should more critically approach STEM equity analyses and why modifying our approaches matters for STEM equity goals. Engaging with equity as a process rather than a static goal, we provide a primer of reflective questions to assist researchers with framing, analysis, and interpretation of student-level data frequently used to identify disparities and assess course-level and programmatic interventions. This guidance can inform analyses conducted by campus units such as departments and programs, but also across universities and the scientific community to enhance how we understand and address systemic inequity in STEM fields.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.