ReviewCBE life sciences education2022
Reframing Educational Outcomes: Moving beyond Achievement Gaps.
Review 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 19 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.
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Who cites it
19 citing papers in PubMed.
- Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions.CBE life sciences education · 2022Trial
- Developing metacognitive knowledge for effective AI-supported study behaviors in undergraduate biology: recommendations for instructors.Journal of microbiology & biology education · 2026Article
- Article
- Mental FLOSS for faculty: effects of an inter-institutional community of practice on faculty mindset and inclusive teaching in higher education.Journal of microbiology & biology education · 2025Article
- Community college biology students' understanding ofJournal of microbiology & biology education · 2025Article
- Yours, Mine, Sometimes Ours: Uncovering the Experiences of Biologists Searching for Academic Jobs Together.CBE life sciences education · 2025Article
- Persisting Toward a Career in Biomedical Research: A Black, Male Scientists' Becoming-Scientist-With Multiple Spatial Configurations.CBE life sciences education · 2025Article
- An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology.CBE life sciences education · 2025Article
- A 24-year longitudinal study on a STEM gateway general chemistry course and the reduction of achievement disparities.PloS one · 2025Article
- Exam reform: an opportunity for the redistribution of academic power.Journal of microbiology & biology education · 2024Article
- How do Students' Science, Social, and Personal Identities Influence their Experiences in Undergraduate Field Biology Courses?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
- Using a QuantCrit Approach to Develop and Collect Evidence of Validity for a Measure of Community Cultural Wealth.CBE life sciences education · 2024Article
- All In: Understanding and Motivating Stakeholders to Create an Equitable Culture of Student Success.CBE life sciences education · 2024Article
- Asset Framing: a Tool for Enhanced Equity in Feedback and Assessment.Medical science educator · 2024Article
- An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses.CBE life sciences education · 2024Article
- Building conceptual and methodological bridges between SSE's diversity, equity, and inclusion statement and educational actions in evolutionary biology.Evolution; international journal of organic evolution · 2024Article
- Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events.CBE life sciences education · 2023Article
- Cultivating a Science, Technology, Engineering and Mathematics (STEM) community for two-year college student success and persistence.PloS one · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The term "achievement gap" has a negative and racialized history, and using the term reinforces a deficit mindset that is ingrained in U.S. educational systems. In this essay, we review the literature that demonstrates why "achievement gap" reflects deficit thinking. We explain why biology education researchers should avoid using the phrase and also caution that changing vocabulary alone will not suffice. Instead, we suggest that researchers explicitly apply frameworks that are supportive, name racially systemic inequities and embrace student identity. We review four such frameworks-opportunity gaps, educational debt, community cultural wealth, and ethics of care-and reinterpret salient examples from biology education research as an example of each framework. Although not exhaustive, these descriptions form a starting place for biology education researchers to explicitly name systems-level and asset-based frameworks as they work to end educational inequities.
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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.