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Efforts to promote equity and inclusion using evidence-based approaches arevital to correcting long-standing societal inequities that have disadvantagedwomen and discouraged them from pursuing studies, including in many STEMdisciplines. We used 10 years of institutional data from a large publicuniversity to investigate the grade point average trends in different STEMdisciplines for men and women who declared a major and then either completedthe degree or dropped the major after declaring it. We found alarming trends,such as that women who dropped majors on average earned higher grades than men,and in some STEM majors, women who dropped the majors were earning comparablegrades to men who persisted in those majors. While these quantitative findingscall for a deeper understanding of the reasons women and men drop a major, weprovide suggestions for approaches to make learning environments more equitableand inclusive so that traditionally excluded stereotyped groups can have ahigher sense of belonging and thrive.

Gender Inequities Throughout STEM: Compared to Men, Women with Significantly Higher Grades Drop STEM Majors