Academic achievement gaps are significant performance differences between any two populations of students that are not based solely on merit, but are instead based on the different life experiences of those students. These life experiences may include reduced opportunities, bias, stigmatization and other issues due to an individual’s race, sex, socioeconomic status, religion, mental health status, disability, sexual orientation, or other aspects of identity.  Many academic achievement gaps exist among undergraduate student populations, and all of these gaps are important.  Three of the most intensively studied academic achievement gaps are those between 1) underrepresented minority and White students, 2) first-generation and continuing generation students, and 3) transfer and non-transfer students.  The causes-of and solutions-to these three academic achievement gaps are the main focus of this book. This book draws extensively on peer-reviewed pedagogical literature to discuss these issues in two parts.

Part 1 of this book focuses on the causes of academic achievement gaps within undergraduate student populations.  The starting circumstances and college experiences of these students creates an unlevel playing field that is not equitable and are not conducive to student success.  Barriers and challenges that are closely associated with these intersecting student populations include structural racism, colorblindness, reduced generational wealth and income, mental health issues, stereotype threat, the imposter phenomenon, a fixed mindset, microaggressions, implicit bias, intellectual marginalization, increased family responsibilities, inadequate pre-college preparation, cultural mismatch, transfer shock, information overload, stigmatization, and social isolation. Collectively these challenges result in the three proximal drivers of the achievement gap 1) reduced feelings of belonging, 2) increased stress and anxiety, and 3) reduced engagement and performance. Acknowledging the reality and seriousness of these problems is essential if our goal is to allow all students to thrive and be successful.

While part Part 1 of this book focuses on the ultimate and proximal drivers of achievement gaps, Part 2 details free, readily available, evidence-based solutions to these problems.  Broadly these solutions include changes to course (e.g. making a more inclusive syllabus), changes to instructor behaviors (e.g. avoiding cold-calling), and psychosocial interventions (e.g. the value-affirmation intervention) which have been shown to reduce achievement gaps.  All of the solutions presented here require minimal class time are easy to implement in most college classrooms.  Real change requires both awareness and action. By becoming aware of achievement gaps and by actively implementing solutions, instructors can begin to eliminate these gaps one course, one class session, or one student at a time.