Study Context

Study context and background

The original study behind this dataset is available from Dryad here: https://datadryad.org/dataset/doi%3A10.5061/dryad.53t31?utm.

The study examines whether exam-based assessment may disadvantage women in introductory biology courses and provides the broader scientific context for the variables used in this analysis.

A concise summary of the study’s focus is that it investigates whether assessment practices in introductory biology may create unequal outcomes for women, especially when large parts of the grade are based on exams rather than other forms of evaluation.

Study information

Data from: Exams disadvantage women in introductory biology

Cotner, Sehoya1; Salehi, Shima2; Ballen, Cissy J.1

Author affiliations

Published Oct 05, 2018 on Dryad. https://doi.org/10.5061/dryad.53t31

Abstract

The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all.

This broader question matters because course design can influence who feels supported, who performs well, and how academic success is distributed across different student groups.