States order race starting with “white” and “Black” as the first two options.

ommonly used charts and graphs like bar charts, line charts, and pie charts, while informative, can abstract the content by collapsing all the people represented into one shape.

You can't feel empathy for a point on a map, but you can feel empathy for a mom who’s crying. –KIM BUI

Our finding that Black, first-generation males have the lowest probability of persisting in any major is supported by research on Black male retention in higher education literature. However, our finding that Latinx, non first-generation females have the highestpersistencewas surprisingconsidering that in aPWI, we would expect White females and/or males to persist at higher numbers than their peers of coloras evident in the review of literature.

That is, BIPOC women more often tend to report having experienced hostile, racist, and sexist working environments in STEM(Castellanos, 2018; Chaleston et al., 2014; Reyes,2011).

Only about 16% of undergraduates in the USchose STEM as a career major, compared to higher percentagesfor other countries(up to 47% in China), which can not only be detrimental to the USeconomy, but to the global market (National Science Board, 2010)

Current introductory chemistry courses mitigate many educa-tional debts and eliminate educational debts from racism forAsian, Hispanic, and White Hispanic men.

All ofthe society’s educational debts from sexism were larger thanthe uncertainty in the measurement

To what extent have sexism and racism creatededucational debts of chemistry knowledge that society

One example is the charge for media outlets to cover the disappearance of non-white youth with the same vigor that is afforded missing white women, what has been termed ‘the missing white girl syndrome’. The charge for the media’s self-awareness of centering missing non-white victims has been around since at least 2005 (Liebler 2010; Stillman 2007).

They are often a common practice for qualitative work, but rarely used in science or quantitative studies

We also recognize that applying any framework and set of practices will not dismantle systemic racism; however, as a field, we are developing tools and strategies to begin reimagining the role that research and data can play in an anti-racist society. B

mpacts of gender or race gaps but the impacts of sexism and racism

ond gender and race, including ableness, religious affiliation, and socioeconomic status

A common practice in educational research tends to clump the experiences of low-income students together when studying inequity. Jack (2019) demonstrates how qualitative research has the power to capture variations within groups not easily noticeable

By grap-pling with their positionality, researchers can better understand the strengths and limitations of their lenses and thus their work.

Additionally, it is important to acknowledge that STEM fields have a history of conducting research, creating theories, and making measurements that primarily centered white, cisgen-dered, male, heterosexual, able-bodied, wealthy individuals (Harding, 2006)

Critical theories explore how his-torical events and society have shaped present-day experiences and understandings of how the world functions

one might expect politicians, policy-makers and academics to be more circumspect in their behaviour

trade on deficit assumptions, and working with minoritized communities and activist groups to provide more insightful, sensitive

complex, fluid and changing characteristic

‘the most widely read statistics book in the history of the world’ (Steele,2005)

nceptual Model of the Study’s Antecedent-Opportunity-Propensity Framework.Note. Adapted from Byrnes and Miller

found that, for premed students who completedtheir degrees, poor experiences in chemistry courses explainedthe large decrease in minoritized students’interest in andpursuit of medical degrees.

For women, society owed the largest educationaldebts from racism to White Hispanic (5.3 percentage points)and Black (4.6 percentage points) students.

As such, we follow Ladson-Billings’11,12framing of inequities in group performance as educationaldebts that society owes students due to their continualmarginalization.

(6.2%) or Hispanic (7%)

educational debts

ol the thinking. Let us call it "strategic reinvestment" when we simply mean firing people from their jobs. Let us call it "a personal savings account" when we are actually referencing the dismantling of social security, the one safety net that most of the poor can count on. Let us call it "No Child Left Behind" when we mean disinvesting from public education and cradle-to-grave testing. I argue that we need to change the discourse from achievement gap to what I have termed an "education debt" (Lads

o at age 5. Interestingly, the most affluent parents have the luxury of doing what Graue and DiPerna (2000) referred to as "academic redshirting." This means they have the resources - both human and fiscal - to hold their children ou

. In 2007, we can still walk into schools and hear the following explanations for poor students' of color school failure:

allows us to conclude that the problem lies solely in the realm of scholastic disparit

Greater use of special education data may help prevent future systematic failures to identify and serve eligible students with disabilities. Wider use of quantitative data could uncover other inequities deserving of attention.

We argue here that emphasis on quantitative data analysis for social justice can and should be an essential feature of preparation programs.

“dynamic model.”