Promoting Achievement for Community College STEM Students through Equity-Minded Practices
Open accessAbstract
HIGHLIGHT:This study aims to describe U.S. community college STEM students by highlighting the unique characteristics that distinguish them from other U.S. undergraduates while also illuminating their academic stumbling blocks and achievement disparities. These analyses are used to propose equity-based strategies to promote this group’s achievement in STEM.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
About one-third of STEM students in the United States are currently enrolled in 2-year colleges.
“given that about one-third of STEM students in the United States are currently enrolled in 2-year colleges (Varty, 2022)”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Varty, 2022
In the Introduction section comparing community college students with other undergraduates (page unavailable), Varty reports that 33.4% of all U.S. undergraduates attended 2-year public colleges in fall 2018—not that one-third of STEM students did. The same section gives the proportion of entrants majoring in STEM at each institution type, but not the share of U.S. STEM students enrolled at 2-year colleges. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThe paucity of pedagogical approaches developed for or tested at 2-year colleges calls into question the effectiveness of such techniques across a broader range of students and the generalizability of the assessment data provided in these papers.
“This paucity of pedagogical approaches developed for or tested at 2-year colleges is striking, given that about one-third of STEM students in the United States are currently enrolled in 2-year colleges (Varty, 2022), and calls into question the effectiveness of such techniques across a broader range of students and the generalizability of the assessment data provided in these papers.”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Varty, 2022
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measuredCommunity college STEM students are more diverse and contain a greater percentage of students historically minoritized in STEM compared with their 4-year counterparts, and these students face unique challenges in STEM.
“as community college STEM students are more diverse and contain a greater percentage of students historically minoritized in STEM compared with their 4-year counterparts, and these students face unique challenges in STEM (Hoffman et al., 2010; Varty, 2022).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Varty, 2022
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Active learning increases student performance in science, engineering, and mathematics
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1319030111 · Cited by 9,787 · see citing works
Stereotype threat and the intellectual test performance of African Americans.
Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.69.5.797 · Cited by 8,449 · see citing works
Stereotype threat and the intellectual test performance of African Americans.
Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.69.5.797 · Cited by 8,181 · see citing works
Digest of Education Statistics
Dillow, S. A., Snyder, T. D., Snyder, T. D., Snyder, Dillow, S. A., & Thomas (1994) · Choice Reviews Online · doi:10.5860/choice.51-5366 · Cited by 7,533 · see citing works
A threat in the air: How stereotypes shape intellectual identity and performance
Steele, C. M. (1997) · American Psychologist · doi:10.1037/0003-066x.52.6.613 · Cited by 6,770 · see citing works
Cohen, D. (1998) · The Women s Review of Books · doi:10.2307/4022859 · Cited by 4,321 · see citing works
(2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1111/(issn)1467-9620 · Cited by 2,401 · see citing works
Expectations of brilliance underlie gender distributions across academic disciplines
Leslie, S.-J., Cimpian, A., Meyer, M., & Freeland, E. (2015) · Science · doi:10.1126/science.1261375 · Cited by 1,516 · see citing works
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., et al. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1916903117 · Cited by 1,387 · cited 3× · see citing works
“A meta-analysis of 41 studies found that active learning reduced achievement differences between URM and other students, including narrowing the gaps in course pass rates by 45% and exam scores by 33% (Theobald et al., 2020).”
BackgroundMethodInfluentialIncreased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011) · Science · doi:10.1126/science.1204820 · Cited by 959 · see citing works
Novick, L. R. (2012) · PsycEXTRA Dataset · doi:10.1037/e502412013-211 · Cited by 691 · see citing works
Race and gender differences in how sense of belonging influences decisions to major in STEM
Rainey, K., Dancy, M., Mickelson, R., Stearns, E., & Moller, S. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0115-6 · Cited by 681 · see citing works
Persistence of women and minorities in STEM field majors: Is it the school that matters?
Griffith, A. L. (2010) · Economics of Education Review · doi:10.1016/j.econedurev.2010.06.010 · Cited by 656 · see citing works
Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019) · Science Advances · doi:10.1126/sciadv.aau4734 · Cited by 550 · cited 1× · see citing works
“Additionally, faculty biases about students’ innate abilities harm success for URMs; achievement gaps were twice as wide in STEM courses taught by faculty who believed students’ academic abilities were fixed (Canning et al., 2019).”
BackgroundClosing achievement gaps with a utility-value intervention: Disentangling race and social class.
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2015) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000075 · Cited by 533 · see citing works
Tanner, K. D. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.13-06-0115 · Cited by 520 · see citing works
Reducing the gender gap in the physics classroom
Lorenzo, M., Crouch, C. H., & Mazur, E. (2006) · American Journal of Physics · doi:10.1119/1.2162549 · Cited by 426 · see citing works
Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-12-0344 · Cited by 389 · see citing works
Closing the social class achievement gap for first-generation students in undergraduate biology.
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014) · Journal of Educational Psychology · doi:10.1037/a0034679 · Cited by 360 · see citing works
Dewsbury, B. M., & Brame, C. J. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.19-01-0021 · Cited by 356 · see citing works
Increased Course Structure Improves Performance in Introductory Biology
Freeman, S., Haak, D., & Wenderoth, M. P. (2011) · CBE—Life Sciences Education · doi:10.1187/cbe.10-08-0105 · Cited by 306 · see citing works
The Community College Route to the Bachelor’s Degree
Monaghan, D. B., & Attewell, P. A. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373714521865 · Cited by 285 · see citing works
The effect of instructor race and gender on student persistence in STEM fields
Price, J. A. (2010) · Economics of Education Review · doi:10.1016/j.econedurev.2010.07.009 · Cited by 284 · see citing works
A community college instructor like me: Race and ethnicity interactions in the classroom
Fairlie, R. W., Hoffmann, F., & Oreopoulos, P. (2014) · American Economic Review · doi:10.1257/aer.104.8.2567 · Cited by 274 · see citing works
Asai, D. J. (2020) · Cell · doi:10.1016/j.cell.2020.03.044 · Cited by 267 · see citing works
Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0002 · Cited by 247 · see citing works
Marx, D. M., & Goff, P. A. (2005) · British Journal of Social Psychology · doi:10.1348/014466604x17948 · Cited by 245 · see citing works
Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops
O’Leary, E. S., Shapiro, C. A., Toma, S., Sayson, H. W., Levis‐Fitzgerald, M., Johnson, T., & Sork, V. L. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00230-7 · Cited by 241 · see citing works
Darolia, R. (2014) · Economics of Education Review · doi:10.1016/j.econedurev.2013.10.004 · Cited by 238 · see citing works
Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses
Downing, V. R., Cooper, K. M., Cala, J. M., Gin, L. E., & Brownell, S. E. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-09-0186 · Cited by 212 · see citing works
Promoting institutional change through bias literacy.
Carnes, M. L., Devine, P. G., Isaac, C., Manwell, L. B., Ford, C. E., Byars‐Winston, A. M., Fine, E., & Sheridan, J. (2012) · Journal of Diversity in Higher Education · doi:10.1037/a0028128 · Cited by 193 · see citing works
Stereotype Threat Undermines Academic Learning
Taylor, V. J., & Walton, G. M. (2011) · Personality and Social Psychology Bulletin · doi:10.1177/0146167211406506 · Cited by 184 · see citing works
Bahr, P. R. (2008) · Research in Higher Education · doi:10.1007/s11162-008-9100-0 · Cited by 177 · see citing works
Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?
Killpack, T. L., & Melón, L. C. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0020 · Cited by 162 · see citing works
Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet
Marrs, K. A., & Novak, G. M. (2004) · Cell Biology Education · doi:10.1187/cbe.03-11-0022 · Cited by 153 · see citing works
Griffin, K. A., Pérez, D., Holmes, A. P. E., & Mayo, C. E. P. (2010) · New Directions for Institutional Research · doi:10.1002/ir.365 · Cited by 135 · see citing works
Bahr, P. R. (2010) · The Journal of Higher Education · doi:10.1080/00221546.2010.11779049 · Cited by 135 · see citing works
Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees
Bahr, P. R., Jackson, G. R., McNaughtan, J. L., Oster, M., & Gross, J. L. (2016) · The Journal of Higher Education · doi:10.1080/00221546.2016.1257313 · Cited by 129 · see citing works
Prevalence and effects of life event exposure among undergraduate and community college students.
Anders, S. L., Frazier, P. A., & Shallcross, S. L. (2012) · Journal of Counseling Psychology · doi:10.1037/a0027753 · Cited by 119 · see citing works
Jordt, H., Eddy, S. L., Brazil, R., Lau, I. H., Mann, C., Brownell, S. E., King, K. R., & Freeman, S. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-12-0351 · Cited by 117 · see citing works
Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention
Park, J. J., Kim, Y. K., Salazar, C., & Hayes, S. (2019) · Research in Higher Education · doi:10.1007/s11162-019-09564-w · Cited by 110 · see citing works
Pathway to a Baccalaureate in STEM Fields
Wang, X. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373714552561 · Cited by 102 · see citing works
Schinske, J. N., Balke, V. L., Bangera, M. G., Bonney, K. M., Brownell, S. E., Carter, R. S., Curran-Everett, D., Dolan, E. L., Elliott, S. L., Fletcher, L., et al. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-10-0289 · Cited by 86 · cited 2× · see citing works
“…the fact that community college students are approximately one-third of all U.S. undergraduates (National Center for Education Statistics [NCES], 2019a), there is scant discipline-based education research focused specifically on community colleges (Fletcher and Carter, 2010; Schinske et al., 2017).”
BackgroundIn a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
Yonas, A., Sleeth, M. L., & Cotner, S. H. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i1.2013 · Cited by 65 · see citing works
Bahr, P. R., Fagioli, L. P., Hetts, J. J., Hayward, C., Willett, T., Lamoree, D., Newell, M. A., Sorey, K., & Baker, R. B. (2019) · Community College Review · doi:10.1177/0091552119840705 · Cited by 62 · see citing works
Macdonald, R. H., Beane, R. J., Baer, E. M. D., Eddy, P. L., Emerson, N. R., Hodder, J., Iverson, E., McDaris, J. R., O’Connell, K., & Ormand, C. J. (2019) · Journal of Geoscience Education · doi:10.1080/10899995.2019.1624679 · Cited by 61 · see citing works
MATH AND SCIENCE SUCCESS AND NONSUCCESS: JOURNEYS WITHIN THE COMMUNITY COLLEGE
Hagedorn, L. S., & DuBray, D. (2010) · Journal of Women and Minorities in Science and Engineering · doi:10.1615/jwomenminorscieneng.v16.i1.30 · Cited by 55 · see citing works
Asai, D. J. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i1.2071 · Cited by 45 · see citing works
Labov, J. B. (2012) · CBE—Life Sciences Education · doi:10.1187/cbe.12-03-0031 · Cited by 44 · see citing works
Mathematics as a factor in community college STEM performance, persistence, and degree attainment
Cohen, R., & Kelly, A. M. (2019) · Journal of Research in Science Teaching · doi:10.1002/tea.21594 · Cited by 42 · see citing works
Community Colleges in the Evolving STEM Education Landscape
National Academy of Engineering and National Research Council (2012) · National Academies Press eBooks · doi:10.17226/13399 · Cited by 36 · see citing works
Reading Quizzes Improve Exam Scores for Community College Students
Pape-Lindstrom, P., Eddy, S. L., & Freeman, S. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-08-0160 · Cited by 25 · see citing works
The Important Role of Community Colleges in Undergraduate Biology Education
Fletcher, L., & Carter, V. C. (2010) · CBE—Life Sciences Education · doi:10.1187/cbe.10-09-0112 · Cited by 23 · see citing works
Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM?
Wang, X., Sun, N., Lee, S. Y., & Wagner, B. (2017) · The Journal of Higher Education · doi:10.1080/00221546.2016.1272090 · Cited by 22 · see citing works
Zhang, Y. L. (2021) · Community College Journal of Research and Practice · doi:10.1080/10668926.2021.1906784 · Cited by 18 · see citing works
The Role of Math Misalignment in the Community College STEM Pathway
Park, E. S., Ngo, F., & Melguizo, T. (2021) · Research in Higher Education · doi:10.1007/s11162-020-09602-y · Cited by 17 · see citing works
Riedl, A. E., Yeung, F., & Burke, T. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-07-0156 · Cited by 16 · see citing works
Promoting Gateway Course Success: Scaling Corequisite Academic Support.
Vandal, B. (2014) · Cited by 12 · see citing works
Freeman, S., Pape-Lindstrom, P., Casper, A. M., & Eddy, S. L. (2020) · The journal of college science teaching · doi:10.1080/0047231x.2020.12290645 · Cited by 9 · see citing works
O Ensino Híbrido como catalisador do processo de aprendizagem ativa
COELHO, G. H. L., Bressan, V. P., & Folle, D. (2020) · International Journal on Active Learning · doi:10.15202/25262254.2017v2n2p71 · Cited by 1 · see citing works
Flagged first, then by citations
Research works printed but not linked: 7
- Burke, C. Luu, R. Lai, A. Hsiao, V. Cheung, E. Tamashiro, D. Ashcroft, J. (2020). Making STEM equitable: An active learning approach to closing the achievement gap. International Journal of Active Learning, 2, 71– 85.
- Freeman, S. Pape-Lindstrom, P. Casper, A. Eddy, S. (2020). Community college students rise to the challenge. Journal of College Science Teaching, 49(5), 7– 16.
- National Academies of Science, Engineering, and Medicine. (2011). Expanding underrepresented minority participation: Americans science and technology talent at the crossroads. Washington, DC: The National Academies Press. 22379652
- Parker, C. Morrell, C. Morrell, C. Chang, L. (2016). Shifting understandings of community college faculty members: Results of an equity-focused professional development experience. Journal of Faculty Development, 30(3), 41– 47.
- Reed, S. Grosz, M. Kurlaender, M. Cooper, S. (2021). A portrait of student parents in the California Community Colleges. UC Davis Wheelhouse Research Brief, 6(2), 1– 13.
- Smith, A. (2007). Professional development issues for community colleges. Peer Review, 9(4), 23. Retrieved January 4, 2022, from www.aacu.org/publications-research/periodicals/professional-development-issues -community-colleges
- Thayer, P. B. (2000). Retention of students from first generation and low income backgrounds. The Journal of the Council for Opportunity in Education. Retrieved March 30, 2022, from http://www.pellinstitute.org/downloads/trio_clearinghouse-Thayer_May_2000.pdf
Cited by
Sorted by citations
Goudsouzian, L. K., & Hsu, J. L. (2023) · CBE - Life Sciences Education · doi:10.1187/cbe.22-10-0211 · Cited by 26 · see citing works
“This paucity of pedagogical approaches developed for or tested at 2-year colleges is striking, given that about one-third of STEM students in the United States are currently enrolled in 2-year colleges (Varty, 2022), and calls into question the effectiveness of such techniques across a broader range of students and th…”
BackgroundDunbar‐Wallis, A. K., Katcher, J., Moore, W., & Corwin, L. A. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.24-01-0015 · Cited by 20 · see citing works
White, D. T., Miles, M. L., McGee, E. O., & Brockman, A. J. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1062556 · Cited by 13 · see citing works
Pai, G., Silberberg, E., & Wamba, N. (2024) · Journal for STEM Education Research · doi:10.1007/s41979-024-00127-y · Cited by 11 · see citing works
Towards Closing STEAM Diversity Gaps: A Grey Review of Existing Initiatives
Hasti, H., Amo, D., Fonseca, D., Verdugo-Castro, S., García‐Holgado, A., & García‐Peñalvo, F. J. (2022) · Applied Sciences · doi:10.3390/app122412666 · Cited by 9 · see citing works
Radzi, N. M., & Mahmud, M. S. (2025) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.24.3.2 · Cited by 6 · see citing works
Leoni, D., Fleming, T., & McFarland, J. (2023) · PLoS ONE · doi:10.1371/journal.pone.0290958 · Cited by 5 · see citing works
Ding, L., Windsor, E. J., Greene, J. A., Plumley, R. D., Ren, S., Stachura-Webb, N., Bernacki, M. L., & Hilpert, J. C. (2025) · Journal of College Student Retention Research Theory & Practice · doi:10.1177/15210251251391367 · Cited by 4 · see citing works
Coté, L. E., Doren, S. V., Zamora, A. N., Salcido, J. J., Law, E. W., Munoz, G. O., Manocha, A., Flood, C. L., & Baranger, A. M. (2025) · PLoS ONE · doi:10.1371/journal.pone.0317403 · Cited by 4 · see citing works
Habashi, J. I. (2023) · doi:10.21467/preprints.438 · Cited by 4 · see citing works
Chidebe, R. C. W., Cummins, P. A., Karam, R., Kramer, J. W., Narine, D., & Yamashita, T. (2025) · Community College Journal of Research and Practice · doi:10.1080/10668926.2024.2426173 · Cited by 3 · see citing works
The SkillsCenter: Creating scalable research opportunities for STEM students
Hazlett, Z. S., Xu, B., Knight, J., Klymkowsky, M. W., & Stowell, M. H. B. (2024) · Cell · doi:10.1016/j.cell.2024.04.017 · Cited by 2 · see citing works
Educational Digital Twin: Tackling Complexity in Educational Big Data
Huang, L., & Willcox, K. E. (2024) · IEEE International Conference on Big Data (BigData) · doi:10.1109/bigdata62323.2024.10825338 · Cited by 2 · see citing works
Siggelkoe, E., Walsh, C. J., & Golecki, H. M. (2025) · doi:10.18260/3-1-1153-36066 · Cited by 2 · see citing works
STEM joiners and STEM leavers in transfer pathways: predictors of undergraduate degree attainment
Wu, J., & Chen, Y. A. (2026) · International Journal of STEM Education · doi:10.1186/s40594-026-00627-w · Cited by 1 · see citing works
Payne, B. K., Vandecar-Burdin, T., & Cigularova, D. (2022) · NACADA Journal · doi:10.12930/nacada-21-30
Faculty Use of Active Learning in Community Colleges
Chasen, A., Marlor, L. K., Finelli, C., Borrego, M. J., Husman, J. E., Prince, M., & Graham, M. C. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--43701
Arellano, L. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--46797
Coté, L. E., Zamora, A. N., Salcido, J. J., Doren, S. V., Manocha, A., Munoz, G. O., Law, E. W., & Baranger, A. M. (2025) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/2025.03.24.645145
Sibuma, B., Ryczkowski, J., & Watts, M. (2025) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--55637
Innovative institutional change
Ponjuán, L., Roberts-Gray, C., Cresswell, J., Allen, C., Sanchez, A., & Metoyer, S. K. (2025) · American Journal of STEM Education · doi:10.32674/k392sg06
Divaker, R. D., Ortagus, J. C., & Byron, L. (2025) · Community College Review · doi:10.1177/00915521251400690
Wang, Y., Higa, L., Do, S., Fang, Z., Birn, N., Deng, Y., Wang, Z., & Du, Z.-Y. (2026) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00315-25
Estudios en diversidad e inclusión
Axt, J. C. P., & Urriola, J. A. C. (2026) · doi:10.32457/y6te4k29
Manukyan, A. K. (2026) · The journal of college science teaching · doi:10.1080/0047231x.2026.2700515
Coté, L. E., Zamora, A. N., Salcido, J. J., Doren, S. V., Manocha, A., Munoz, G. O., Law, E. W., & Baranger, A. M. (2026) · Laboratories · doi:10.3390/laboratories3030016
Sporer, C. R., & Resko, J. A. (2026) · Journal of Criminal Justice Education · doi:10.1080/10511253.2026.2712939
Torres, H. L., Johnson-Ojeda, V., Hardy, M., & Frey, R. F. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1825440
Teaching biology through AI: Chatbots and gamification in higher education
Bizhanova, A. B. (2025) · InterConf · doi:10.51582/interconf.19-20.05.2025.015
- Authors
- Varty, A. K.
- Affiliations
- College of the Siskiyous (US)
- Corresponding author
- Varty, Alison K.
- ORCID
- Varty, Alison K.
- Venue
- CBE—Life Sciences Education
- Published
- 2022-06
- Volume
- 21
- Issue
- 2
- Pages
- ar25-ar25
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC9508930
- OpenAlex
- W4280520571
- Cited by
- 24
- References
- 59
- Citations by year
- 2026: 6 · 2025: 7 · 2024: 6 · 2023: 3 · 2022: 2
- FWCI
- 9.71
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Keywords
- community college students, STEM education, educational equity, academic performance, underrepresented minorities, remedial education, faculty diversity, active learning, student retention, STEM degree attainment, first-generation college students, low-income students, working students
- MeSH terms
- Engineering, Humans, Mathematics, Students, Technology, Universities
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
