Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014). Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms. Cbe-Life Sciences Education, 13(3), 478–492. (PDF)
Although enrollment in undergraduate biology courses are mostly even in regards to gender, this study finds that women underperform in discussion and test scores, which they argue is evidence of gender bias still being in play, in subtler ways. This article is good for professors who want to think deeply about the dynamics at play within their classrooms.
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology. Journal of Educational Psychology, 106(2), 375–389. (PDF)
Although studies frequently address both minority and female students in STEM fields, another demographic, first-generation students, often go underserved and slip through STEM's 'leaky pipeline.' This study shows that simple interventions can help to retain first-generation students by up to 50%.