Evidence map›Paper›PMID 40857233›Full record

ArticleCBE life sciences education2025

Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.

Victoria S Farrar, Montserrat Valdivia Medinaceli, Nicholas T Young, Emily Bonem, Chris Mead, Rebecca L Matz, Natalia Caporale

Abstract readMulticenter Study
PubMed Full text at PMC Publisher
In one paragraph

Article in CBE life sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Victoria S FarrarDepartment of Evolution, Ecology, and Behavior, University of Illinois Urbana-Champaign, Urbana, IL 61801.
Montserrat Valdivia MedinaceliDepartment of Neurobiology, Physiology, and Behavior, University of California Davis, Davis, CA, 95616.
Nicholas T YoungDepartment of Physics and Astronomy, University of Georgia, Athens, GA 30602.
Emily BonemCenter for Institutional Excellence, Purdue University, West Lafayette, IN 47907.
Chris MeadSchool of Earth and Space Exploration, Arizona State University, Tempe, AZ 85281.
Rebecca L MatzCenter for Academic Innovation, University of Michigan, Ann Arbor, MI 48104.
Natalia CaporaleDepartment of Neurobiology, Physiology, and Behavior, University of California Davis, Davis, CA, 95616.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Disparate grade outcomes across various axes of student identities are prevalent in introductory science, technology, engineering, and mathematics (STEM) courses, including in the biological sciences, yet few studies have examined outcome disparities in upper-division courses. Those that have present mixed findings. Rooted in a critical approach to quantitative methods and a student asset/institutional-deficit perspective, we characterized grade disparities associated with minoritized demographic identities over 10 years of enrollments (

Indexed as

Academic PerformanceSocioeconomic FactorsStudentsUniversitiesCell BiologyFemaleGeneticsHumansMaleMinority Groups

Identifiers

PMID40857233
PMCPMC12415597

What OpenQuestion holds

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Registered trials

None linked

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.