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An analysis of institutional data to understand the outcome of the manyobstacles faced by students from historically disadvantaged backgrounds isimportant in order to work towards promoting equity and inclusion for allstudents. We use 10 years of institutional data at a large public researchuniversity to investigate the grades earned (both overall and in STEM coursesonly) by students categorized on four demographic characteristics: gender,race/ethnicity, low-income status, and first-generation college student status.We find that on average across all years of study and for all clusters ofmajors, underrepresented minority students experience a larger penalty to theirmean overall and STEM GPA than even the most disadvantaged non-URM students.Moreover, the underrepresented minority students with additional disadvantagesdue to socioeconomic status or parental education level were even furtherpenalized in their average GPA. Furthermore, we also find that while women inall demographic groups had a higher average overall GPA, these genderdifferences are almost completely non-existent in STEM GPA except among themost privileged students. These findings suggest that there is need to providesupport to bridge the gaps that emanate from historical disadvantages tocertain groups.

Not all disadvantages are equal: Racial/ethnic minority students have largest disadvantage of all demographic groups in both STEM and non-STEM GPA