Students from different backgrounds in the United States enter college with equal interest in STEM fields—science, technology, engineering and mathematics. But that equal interest does not result in equal outcomes. Six years after starting an undergraduate STEM degree, roughly twice as many white students finished it compared to African American students.
A new study by researchers at the University of Washington shows that teaching techniques in undergraduate STEM courses can significantly narrow gaps in course performance between students who are overrepresented and underrepresented in STEM. In a paper published the week of March 9 in the