Jantzer Jacob, Kirkman Thomas, Furniss Katherine L
Department of Gender Studies, College of Saint Benedict, St Joseph, Minnesota, USA.
Department of Physics and Astronomy, Saint John's University, Collegeville, Minnesota, USA.
J Microbiol Biol Educ. 2021 Oct 29;22(3). doi: 10.1128/jmbe.00176-21. eCollection 2021 Dec.
We used quantitative methods to better understand the perceptions of students in an introductory biology course (Biology 101) at a small, liberal arts college (SLAC) that is also a primarily white institution (PWI). In pre/post surveys, we asked students questions related to their attitudes and beliefs about their professor, classmates, and Biology 101. We were especially interested in the responses and outcomes of underrepresented minorities (URM) and first-generation (FG) students. Our findings suggest URM and FG students have a decreased sense of belonging and increased perceptions of exclusion and differential treatment due to race. These findings can explain, in part, the disparity in Biology 101 grade and STEM (science, technology, engineering, and math) attrition.
我们采用定量方法，以更好地了解一所小型文理学院（SLAC）的生物学入门课程（生物学101）学生的看法，该学院也是一所主要为白人的机构（PWI）。在课前/课后调查中，我们向学生询问了与他们对教授、同学以及生物学101的态度和信念相关的问题。我们特别关注代表性不足的少数族裔（URM）和第一代（FG）学生的回答和结果。我们的研究结果表明，URM和FG学生的归属感降低，并且由于种族原因，他们对被排斥和差别对待的感受增加。这些研究结果可以部分解释生物学101课程成绩以及STEM（科学、技术、工程和数学）专业流失方面的差异。
