Students with lower grades earn degrees more often when they belong to an academic major s majority group

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Published: 2026-09-04T19:20:58.601Z • Permanent link

New data from a recent study has shed light on the often-overlooked issue of students with lower grades earning degrees from the majority group in their academic major. The study, conducted by researchers at Stanford University, found that women earn about 25% of undergraduate engineering degrees and 18% of undergraduate computer science degrees, with men remaining a small minority among people earning these degrees. This trend is not unique to the United States, as countries such as Japan and South Korea also report similar disparities in engineering and computer science fields.

One of the key findings of the study is that students with lower grades are more likely to earn degrees from the majority group in their academic major. For example, in the United States, students with a GPA of 2.0 or lower are more likely to earn a degree in engineering from a male-majority institution, while students with a GPA of 2.0 or lower are less likely to earn a degree in engineering from a female-majority institution. This trend is not limited to engineering and computer science fields, but is also observed in other academic disciplines such as business and economics.

The study's lead author, Dr. Rachel Kim, notes that this trend may be due to a variety of factors, including differences in academic preparation and motivation among students from different racial and ethnic backgrounds. "We found that students from underrepresented groups are more likely to require remedial courses and have lower GPAs than their more affluent counterparts," Dr. Kim says. "However, we also found that students from underrepresented groups are just as motivated and capable as their more affluent counterparts, and that they face significant barriers to success in the academic pipeline.

The implications of this study are far-reaching, with significant impacts on the academic pipeline and the workforce. For example, the study's findings suggest that universities and policymakers may need to rethink their approaches to recruiting and supporting students from underrepresented groups. This could include providing more targeted support services, such as tutoring and mentorship programs, to help students succeed in the academic pipeline. It could also involve revising admissions policies and requirements to ensure that students from underrepresented groups have an equal opportunity to succeed.

The study's findings also have significant implications for companies and industries that rely heavily on engineering and computer science talent. For example, companies such as Google and Microsoft have been criticized in the past for their lack of diversity in the tech industry, and this study's findings may provide a fresh perspective on the issue. By understanding the factors that contribute to disparities in academic success, companies can develop targeted strategies to improve diversity and inclusion in the workforce.

This trend is part of a larger pattern of disparities in academic success, which have been observed in a number of fields and countries. For example, research has shown that students from low-income backgrounds are more likely to require remedial courses and have lower GPAs than their more affluent counterparts. This trend is also observed in other countries, such as Australia and the United Kingdom, where students from underrepresented groups are also more likely to require remedial courses and have lower GPAs.