First-generation and others from generally underprivileged backgrounds have a host of unique challenges upon arriving at Stanford. They are placed in a new social and economic culture. They have financial burdens that add to the stress of campus life. And they are generally faced with an abrupt academic transition; from day one, students from these backgrounds are in classes alongside peers who attended some of the nation’s top high schools. Although both groups of students are bright, the privileged group is significantly better prepared for college-level coursework; a 2003 study of 28 selective institutions, including Stanford, showed that the GPA differential between low and high income students is 0.2 in the freshman year, a number that narrows somewhat in subsequent years.

Stanford, by expanding its financial aid program and focus on diversity defined broadly, has committed to increasing the number of students from less privileged backgrounds at the University. This commitment, however, should not end upon admission. Stanford should ensure that all students have the tools to succeed at Stanford, regardless of socioeconomic background. This is especially important in the freshman year; a different 2003 study concluded that “being a first-generation student confers its greatest liability in the initial adjustment to postsecondary education.”

Therefore, we applaud programs like freshman advising, which requires incoming students meet with an academic advisor before enrolling in autumn quarter classes. However, there remain facets of the institutional structure, which discriminate against underprivileged students. One example is Chem31A, which is generally considered one of the most difficult freshman classes. Due to med school applications and/or unit-intensive majors, there is a strong pressure to take Chem31A in the freshman year. However, the class is only offered in autumn quarter. For premeds and science/engineering majors, especially those facing a greater transition to college life and academics, this poses a considerable dilemma: they can take Chem31A autumn quarter their freshman year, five days removed from arriving on campus; or they can take Chem31A their sophomore year, when they are likely better prepared, but fall a year behind their peers.

Accordingly, we believe that Chem31A and B should also be offered in the winter-spring. This would allow more students to approach the material when they feel ready. The Computer Science, Economics and Math Departments already have their introductory classes offered in at least two of the three non-summer quarters; we see little reason for the Chemistry Department not to follow suit. With more than 400 students, Chem31A certainly has enough demand to be offered in other quarters. And although the biology core lists Chem33 as a prerequisite — meaning, in theory, that students who want to take the core their sophomore year have to start with Chem31A in autumn their freshman year — student comments on CourseRank agree that Chem33 is not needed to do well in the core.

Certainly, the chemistry department has attempted to make the introductory sequence more manageable, sponsoring programs like Chem31AC, a 1-unit problem solving class, and outreach. This Board believes the next step is to offer Chem31A in the winter. For students from all backgrounds, Chem31A is a difficult and time-consuming class. CourseRank data suggests that half of all students in the course get a B or lower, and in freshman year especially this can be a trying experience. In particular, students from underprivileged backgrounds are, for all intents and purposes, forced into this experience at an especially vulnerable time in their college careers.  The University, if it is truly committed to the ideal of providing a level playing field for its students, should not tolerate this.