Choosing to attend college and their degree program can be one
of the most important decisions for young adults that will dictate their
options for careers, academic opportunities, professional development, future
earnings, and social experiences. As of July 26th 2022, 74.5% of all
18- and 19-year-olds are enrolled in a post-secondary school of any type (educationdata.org).
According to educationdata.org,
42.8% of the Class of 2020 enrolled in a 4-year institution. This number can be
explained as universities filtering-out students based on admissions thresholds
and students self-selecting on whether to apply to a four-institution.
However, for many of these incoming students there is
another process of sorting them from one another, known as “weeding-out”
students, and it can be quite controversial. Some institutions pride themselves
on demanding academics where they announce to new students, “Look to your left,
and look to your right because one of you will not be here next semester.” Sometimes,
it is discipline specific. Departments can have a culture that demarcates
students into two categories resulting in high dropout rates: a few who are
likely to excel in a specific subject area and a large portion who likely will
struggle or fail. Often, this form of academic gatekeeping packages itself as a
demanding introductory undergraduate course that measures aptitude in a
specific discipline-area.
What is a weed-out
course? And what is the academic culture surrounding them?
Informally known as “weed-out”
courses, these undergraduate classes tend to be introductory courses and core
courses for a major or subject-area. Often these classes have a large rate of
students who do not seek a degree in the
same discipline-area. These courses stereotypically are associated with the
science, technology, engineering, and mathematics (STEM) fields. However, other
majors have their own version gatekeeping courses. From my own experience, the music theory
sequence is often utilized as a type of gatekeeping for the music major. Regardless
of the subject matter, heavily demanding introductory courses known as
“weed-out courses” discourage students who struggle with the subject matter, are
overwhelmed by the time-commitment, and are frustrated by receiving low grades.
Who are we “weeding-out?”
It begs the question, “who are we
“weeding-out?”” If our goal is to have an education that champions diversity, equity,
and inclusion (DEI), we must also recognize that the notion of “weeding out”
students from majors can be highly problematic since it disproportionately
affects first-generation students, women, people of color, and other
underrepresented groups. These courses are still common for American colleges
and universities despite the rising advancement of diversity and inclusion
initiatives. In several studies, student performance and their parents’ education
can be determining factors of whether a student continues in a STEM field, particularly for women and first-generation
students. According to the National
Center for Education Statistics, the 6-year graduation rate in 2016 was
60-percent for this group. Only 41-percent completed their programs within
4-years. These numbers are even lower for students in this group who identify
as Hispanic, Pacific Islander, Black, or American Indian/Alaska Native.
Leveling the playing field in the Classroom
If we are to champion DEI and
academic excellence, while also encouraging student retention, then it is
essential to change the mind-set of a demanding introductory courses from being
a “weed-out” course to an opportunity for each student to have the chance to “level
their playing field.” This means we actively provide the resources and support
necessary for students to succeed. Within our courses, this can include
assessing prior knowledge and skills, providing a list of institutional support
services, defining expectations for participation, checking-in with our
students, and training them to be self-sufficient through self-reflective
practices.
A first-step would be to assess
your students’ prior knowledge and skills, so you, their academic advisors, and
the university can proceed in providing a support system tailored to an
individual student’s needs. (For more
information on diagnostic assessment, please read our previous blog post Assessing Your Students’ Prior Knowledge.)
After that diagnostic assessment, it is essential to support students in a
multi-faceted approach. Connect them with TWU’s institutional resources listed
below, if appropriate.
- TWU Academic Advising
- TWU Get Coaching
- Write Site
- Science Learning Resource Center
- Dr. Don Edwards Mathematics & technology Success Center
- TWU Disability Services for Students
- TWU CAPS (Counseling and Psychological Services)
- Pioneer Center for Student Excellence
- Diversity, Inclusion, and Outreach
- TWU Career Connections
- Office of Student Life
In the classroom, you can support
students by creating clear expectations, scaffolding your subject matter, promoting
a sense of community, and developing a variety of formative assessments that
can guide a student’s learning by allowing them to submit multiple drafts or
revisions. Through well-thought formative assessments, you can guide your
students’ learning and allow them to continue to grow. Finally, always make
sure to check-in with your students to intervene early. If you begin to see a
dip in grades, quality of work, or attendance, do not wait to follow-up. Early
intervention is more effective and easier than to wait until the final weeks of
the semester to course-correct. This is a chance to teach students how to
overcome their academic challenges rather than allowing the difficulty to
define and stunt their potential.
Closing Thoughts
By intervening early on, an
instructor can give a student the chance to continue and thrive in their major
or career plan.
If you are interested in
discussing more on classroom support for students, please feel free to reach
out to the Center for Faculty Excellence!
Dayton L. Kinney,
Ph.D.
Coordinator of Teaching, Learning, & Academic Excellence
Center for Faculty Excellence (CFE)
Texas Woman’s University
Stoddard Hall – Room 305A
940.898.3427
dkinney@twu.edu
Reference List
Burdman, P. (2022). To
Keep Students in STEM fields, Let’s Weed Out the Weed-Out Math Classes. Scientific American.
Cohen, A. (2021). Don’t
let a college weed-out class ruin your career plans. Boston Herald.
National Center for Education Statistics. (2019). Indicator
23: Postsecondary Graduation Rates. Status
and Trends in the Education of Racial and Ethnic Groups.
Singh Chawla, D. (2020). Weed-out
Classes in Sciences May be a State of Mind. New York Times.
Thompson, M. E. (2021). Who’s
getting pulled in weed-out courses for STEM majors?. Brookings: Brown Center Chalkboard.
U.S. Department of Education. (2016). Key
Data Highlights Focusing on Race and Ethnicity and Promising Practices. Advancing Diversity and Inclusion in Higher
Education.
