Resources

To explore the reasons students leave Calculus sequences and STEM majors, and shed light on strategies for addressing those barriers, the California Education Learning Lab partnered with Just Equations to synthesize existing research and knowledge from California and beyond.

Using first-term course enrollments to identify students who intend to earn restricted majors, this study finds that major restrictions disproportionately lead URM students from their intended major toward less-lucrative fields, driving within-institution ethnic stratification and likely exacerbating labor market disparities.

How do we upskill, re-skill, and re-engage displaced workers in the short term? How can we close equity gaps and promote success for students of color and adult learners? What will it take to develop the talent that will drive the state’s recovery and diversify the workforce at all levels? The California Recovery with Equity Taskforce wrestled with these important questions.

CUE’s Racial Equity Tools aim to change the minds, hearts, and practices of faculty, staff, and leaders—all of whose collaboration is essential to achieve racial equity in higher education.

CUE’s online syllabus review guide is intended to help instructors review often taken-for-granted syllabi content through a race-conscious lens and identify areas that can be leveraged to better support students from minoritized racial/ethnic groups.

This article investigates the impact of a social-belonging intervention on anticipated changes in belonging, STEM GPA, and proportion of STEM credits obtained in English as a second language (ESL) students’ first semester and first year of college. Results revealed that the intervention increased ESL students’ anticipated sense of belonging and three of the four academic outcomes.