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This point of view article uses a social science lens in an attempt to understand the differing environments of the two institutions (private and public) where I taught chemistry for 3 decades. I hypothesize that differences in social class—along with unequal distributions of privilege and power—led to the race, gender, and class-based inequities that I observed at the public institution. I present this article to open a conversation about how the intersection of race with characteristics such as gender, social class, and national origin can have an impact on disparities in STEM education.

A Perfect Storm: How Differences in Privilege and Power Can Lead to Subtle but Potent Inequities in STEM Education