Field courses narrow demographic achievement gaps in ecology and evolutionary biology.
STEM
assessments
marginalized
minority
outcomes
student
success
Journal
Ecology and evolution
ISSN: 2045-7758
Titre abrégé: Ecol Evol
Pays: England
ID NLM: 101566408
Informations de publication
Date de publication:
Jun 2020
Jun 2020
Historique:
received:
17
12
2019
revised:
06
03
2020
accepted:
30
03
2020
entrez:
2
7
2020
pubmed:
2
7
2020
medline:
2
7
2020
Statut:
epublish
Résumé
Disparities remain in the representation of marginalized students in STEM. Classroom-based experiential learning opportunities can increase student confidence and academic success; however, the effectiveness of extending learning to outdoor settings is unknown. Our objectives were to examine (a) demographic gaps in ecology and evolutionary biology (EEB) major completion, college graduation, and GPAs for students who did and did not enroll in field courses, (b) whether under-represented demographic groups were less likely to enroll in field courses, and (c) whether under-represented demographic groups were more likely to feel increased competency in science-related tasks (hereafter, self-efficacy) after participating in field courses. We compared the relationships among academic success measures and demographic data (race/ethnicity, socioeconomic status, first-generation, and gender) for UC Santa Cruz undergraduate students admitted between 2008 and 2019 who participated in field courses (
Identifiants
pubmed: 32607142
doi: 10.1002/ece3.6300
pii: ECE36300
pmc: PMC7319162
doi:
Types de publication
Journal Article
Langues
eng
Pagination
5184-5196Informations de copyright
© 2020 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd.
Déclaration de conflit d'intérêts
The authors declare no competing interests.
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