Parking Lot Update

Until further notice, weekday visitors must pay using ParkMobile (Zone Code 4468) or the Pay Station near our iguana. For more info, go to our Plan A Visit page.

Breaking down barriers: Rethinking weed-out courses in STEM for inclusion and equity 

  • Home
  • News
  • Breaking down barriers: Rethinking weed-out courses in STEM for inclusion and equity 

By CRYSTAL HARDEN, EdD

CHAPEL HILL, NC (April 30, 2024)—As a devoted science practitioner, I have always been passionate about unraveling the mysteries of the natural world. However, my journey through the hallowed halls of STEM education has made me acutely aware of a systemic issue that plagues our field: the gatekeeping phenomenon in the form of weed-out courses. In this blog, I want to shed light on how these courses, while intended to sift through students, often act as barriers to social justice, inclusion, equity, and access in the scientific community. Weed-out courses, designed to identify the “cream of the crop,” have become an integral part of STEM education. However, these courses often unintentionally and intentionally contribute to a culture of exclusivity rather than fostering an inclusive environment. 

One of the glaring issues with weed-out courses is the potential reinforcement of socioeconomic disparities. Students from marginalized backgrounds may not have access to the same resources and support systems as their peers, putting them at a disadvantage from the outset. The emphasis on these courses as a measure of success can perpetuate a cycle where only those with privilege can afford to excel. In addition, STEM fields already grapple with a lack of diversity, and weed-out courses can exacerbate this issue. Students from historically excluded communities may face additional challenges due to cultural biases, stereotype threats, and a lack of representation among faculty. The result is a narrowing of the pipeline, limiting the diversity of perspectives crucial for scientific innovation. Also, the intense pressure associated with weed-out courses can take a toll on students’ mental health. The fear of failure becomes a constant companion, leading to stress, anxiety, and, in some cases, students abandoning their STEM pursuits altogether. In building a fair and accessible scientific community, we must prioritize mental well-being as a crucial component of success. 

A classroom with desks and chairs.
“It is time for STEM faculty and institutions to critically evaluate the purpose and impact of weed-out courses. Rather than being a filter that eliminates, these courses should serve as stepping stones that support and uplift every aspiring scientist.” (MChe Lee/Unsplash)

It is time for STEM faculty and institutions to critically evaluate the purpose and impact of weed-out courses. Rather than being a filter that eliminates, these courses should serve as stepping stones that support and uplift every aspiring scientist. Establishing mentorship programs and robust support systems can make a significant difference. When students feel seen, heard, and supported, they are more likely to overcome challenges. This is particularly crucial for individuals who may face additional barriers due to their background or identity. Increasing the representation of diverse role models in STEM can inspire and motivate historically excluded students. Knowing that success is attainable regardless of one’s background fosters a sense of belonging and breaks down stereotypes.  

As a science practitioner and professor deeply committed to the advancement of knowledge, I believe that we can only unlock the full potential of STEM when we dismantle the barriers that hinder inclusion, equity, and access. Weed-out courses should no longer be a gatekeeper but a gateway, welcoming a diverse cohort of minds ready to contribute to the tapestry of scientific discovery. It is time for a shift in mindset, a commitment to fairness, and a recognition that the strength of our scientific community lies in its diversity, inclusion, and access.

Science is for all.

Crystal Harden, EdD, is the director of program and access initiatives at Morehead Planetarium and Science Center and an adjunct professor at the UNC School of Education.