STEM Diversity and the Return of the SAT: What It Means for Underrepresented Students

Introduction

For years, many higher education institutions moved away from standardized tests like the SAT, choosing instead to rely on high school GPA, essays, and extracurricular activities as part of a holistic admissions process. However, an increasing number of colleges and universities are reinstating the SAT as they find it challenging to differentiate top-performing students based solely on GPAs and personal statements. This shift raises critical questions about equity, diversity, and access—especially in light of recent efforts to curtail Diversity, Equity, and Inclusion (DEI) initiatives and the Supreme Court’s decision against race-based affirmative action.

The Return of the SAT: A Response to Grade Inflation and Subjectivity

One of the key reasons institutions are reintroducing the SAT is the growing issue of grade inflation. High school GPAs have risen over the past few decades, making it harder for admissions officers to distinguish truly exceptional students from those benefiting from lenient grading policies. Moreover, college application essays and extracurricular activities often favor students from privileged backgrounds who have access to extensive resources, tutors, and college counseling services.

The SAT, despite its flaws, provides a standardized measure that allows colleges to compare students from different schools and educational environments on a more level playing field. This renewed emphasis on testing raises concerns about its impact on students from historically underrepresented backgrounds, particularly Black, Hispanic, and Native American applicants.

Will the SAT Hurt Underrepresented Students?

Critics argue that standardized testing disproportionately disadvantages Black, Hispanic, and Native American students, who, on average, tend to score lower on the SAT compared to their white and Asian-American peers. This gap is often attributed to disparities in educational resources, school funding, access to high-quality test prep, and systemic inequalities within the K-12 system. The concern is that reinstating the SAT as a critical admissions criterion could reduce the number of underrepresented minorities gaining entry into the nation’s most prestigious universities.

At the same time, without the SAT, many of these institutions have seen a decline in academic performance among incoming students, as GPA and essays have not been reliable predictors of college success across the board. This puts colleges in a difficult position: how do they balance academic rigor with a commitment to diversity?

Learning from Asian-American and Indian-American Educational Success

One possible solution to closing the achievement gap is for Black, Hispanic, and Native American communities to adopt cultural attitudes toward education similar to those found among Indian-Americans and other Asian-American groups. These communities have historically placed a strong emphasis on academic achievement, STEM fields, and rigorous test preparation. Their cultural environment fosters a commitment to education through high parental expectations, supplementary learning programs, and a focus on math and science from an early age.

While systemic challenges persist, creating a stronger culture of academic excellence and preparation within underrepresented communities could help level the playing field. Investing in community-led tutoring initiatives, mentorship programs, and encouraging rigorous coursework could better equip students to succeed in an educational environment where standardized testing is making a comeback.

Moving Forward: A Balanced Approach

The return of the SAT signals a shift in how colleges assess applicants, but it does not have to be a setback for STEM diversity. If Black, Hispanic, and Native American students receive greater support in test preparation and academic rigor, they can thrive under the new standards. Schools, parents, and community organizations must work together to ensure that students from all backgrounds are prepared to meet these evolving expectations.

Rather than viewing the SAT as an insurmountable barrier, it should be approached as a challenge that can be met with the right preparation and support. By fostering a culture of academic excellence and resilience, historically underrepresented students can not only compete but excel in the ever-changing landscape of higher education.