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. 2024 Winter;23(4):es9. doi: 10.1187/cbe.24-02-0086

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© 2024 S. Tatapudy et al. CBE—Life Sciences Education © 2024 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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FIGURE 2. — To answer the question “Are there inequities in student grades?” instructors should consider exploring trends in student outcomes by course, year, and student group. (A) The largest inequities in this class exist for students from racially minoritized groups and first-generation backgrounds as opposed to inequities by binary gender. (B) The inequity between racially majoritized and racially minoritized students persists from 2004 to 2007. (C) There are larger inequities in student outcomes in Course 2 than in Course 1. For course 3, the sample size of minoritized students was < 10 so only majoritized students are displayed.