Effectiveness of a Course in Advancing Students’ Understanding of Barriers to Learning and Participation of Underutilized Groups in Science, Technology, Engineering and Math (STEM)

A course was created at a large private R1 university in the northeast U.S. to explore Diversity, Equity, Inclusion, and Accessibility (DEIA) in STEM in response to and to fulfill a university-wide DEIA requirement for undergraduates. To assess the effectiveness of the course, open-response pre- and post-tests were designed that measured students’ understanding of barriers to learning and participation across four underutilized groups in STEM: (1) women, (2) racial minorities, (3) people with disabilities, and (4) people raised in lower socioeconomic households. Written responses on the first and last day of class were analyzed for 69 unique students in three successive cohorts (Fall 2022, 2023, and 2024) and disaggregated by student-reported demographic data. A common codebook was developed that could be broadly applied to all four underutilized groups with overarching categories of individual/self; cultural/societal; and institutional/educational/career, with codes and subcodes specific to each category. Additionally, codes distinct to each underutilized group also emerged. As intended, students on average cited more total and unique barrier codes in the post-test than in the pre-test, confirming that the course had deepened their understanding of the multifaceted challenges and opportunities within educational systems and the broader culture that impact STEM inclusivity. When exploring STEM barriers for women, women reported more unique codes in the pre-test than men, but men showed higher gains from pre- to post-test. Similarly, White and Asian students showed greater gains than racial minority students when identifying STEM barriers for racial minorities. Students without disabilities reported a doubling in unique STEM barrier codes in the post-test. In these three groups, codes related to academic and workplace discrimination were commonly cited. Students who reported being from a low socioeconomic household were limited in this study, though these individuals included more unique codes in their pre-test responses on average. Students in this group commonly cited barriers related to access to opportunity. In general, we found that STEM students acquired significant understanding of barriers to STEM participation in the four underutilized groups of focus after completing a dedicated DEIA course. Additionally, learning gains were often greater in the majority (or privileged) demographic.