Abstract
AbstractThis essay critiques mismatch theory in science education, a theory supported by opponents of affirmative action who strive to derail efforts to diversify institutions of higher education. Can high‐achieving students survive and thrive in an academic environment dominated by their super high‐achieving peers? Our research suggests that while there are a variety of nuanced factors that impact an undergraduate's success in certain majors, students of all backgrounds can excel at highly selective universities, given the proper resources and support.
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