Supplemental Instruction: The Effect of Demographic and Academic Preparation Variables on Community College Student Academic Achievement in STEM-Related Fields

  1. The findings suggest a differential impact of SI outcome for students based on gender and ethnicity.
  2. After controlling for the effects of input demographics, placement assessment scores, and the gender and ethnicity of both SI leaders and faculty, the strongest predictor of a higher final course grade was attending a larger number of SI sessions. After disaggregating the data, the relationship was stronger for students of color than for White students, and slightly stronger for females than for males.
  3. There was a difference in the relationship of faculty sex and final course grade for females and males meaning that females had slightly higher grades when taking STEM classes taught by female instructors. Similarly, students of color had higher final course grades when female instructors taught the STEM courses compared with White students.
  4. Prior GPA served as a stronger predictor of final course grade and final cumulative GPA for males compared with females.
  5. Student of color status served as a negative predictor of final course grade and final cumulative GPA for females, but not for males.
  6. SI session attendance served as a stronger predictor of final course grade for females as compared with males.
  7. For students of color, enrollment in a course section with an SI leader who was also a student of color served as a statistically positive predictor of academic achievement. This same demographic variable was not a statistically significant predictor of academic achievement for White students.
  8. The influence of SI session attendance served as a much stronger predictor of academic achievement for students of color in comparison with White students.
  9. The only variable serving as a greater predictor on both final course grade and final cumulative GPA for White students in comparison with students of color was academic preparation, as measured by prior GPA.
  10. The study underscores the importance of evaluating the influence of academic achievement and student demographic variables when considering the development of SI programs on community college campuses.