Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students

Although recent research has reported equity gains in the university-level physics classroom, there remains evidence of significant inequities by race. We conducted a series of multiple linear regressions to examine the magnitude of these inequities in introductory mechanics final exam scores. When...

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Autores principales:	Devyn Shafer, Maggie S. Mahmood, Tim Stelzer
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/024fefa20e54402c9f92fee5324f26a4
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spelling	oai:doaj.org-article:024fefa20e54402c9f92fee5324f26a42021-12-02T13:09:56ZImpact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students10.1103/PhysRevPhysEducRes.17.0101132469-9896https://doaj.org/article/024fefa20e54402c9f92fee5324f26a42021-03-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010113http://doi.org/10.1103/PhysRevPhysEducRes.17.010113https://doaj.org/toc/2469-9896Although recent research has reported equity gains in the university-level physics classroom, there remains evidence of significant inequities by race. We conducted a series of multiple linear regressions to examine the magnitude of these inequities in introductory mechanics final exam scores. When we followed a common method of grouping students by underrepresented minority (URM) status in our statistical analysis, we found that when controlling for prior knowledge, based on ACT math and physics placement test scores, there was no evidence of racial inequities. However, when we performed the same analysis but replaced URM status with separate groups for each race or ethnicity reported to the university, we found that African American and Asian American students, and to a lesser extent, Hispanic students, underperformed in their physics course relative to their non-Hispanic White American peers, even when controlling for prior knowledge. We conclude that grouping students by URM status may not be sufficient to detect patterns of academic difficulties experienced by specific racial and ethnic groups of students. Furthermore, these results lead us to believe that there is still work to be done at the university level to provide a learning environment supportive of students of all backgrounds.Devyn ShaferMaggie S. MahmoodTim StelzerAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010113 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Devyn Shafer Maggie S. Mahmood Tim Stelzer Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students
description	Although recent research has reported equity gains in the university-level physics classroom, there remains evidence of significant inequities by race. We conducted a series of multiple linear regressions to examine the magnitude of these inequities in introductory mechanics final exam scores. When we followed a common method of grouping students by underrepresented minority (URM) status in our statistical analysis, we found that when controlling for prior knowledge, based on ACT math and physics placement test scores, there was no evidence of racial inequities. However, when we performed the same analysis but replaced URM status with separate groups for each race or ethnicity reported to the university, we found that African American and Asian American students, and to a lesser extent, Hispanic students, underperformed in their physics course relative to their non-Hispanic White American peers, even when controlling for prior knowledge. We conclude that grouping students by URM status may not be sufficient to detect patterns of academic difficulties experienced by specific racial and ethnic groups of students. Furthermore, these results lead us to believe that there is still work to be done at the university level to provide a learning environment supportive of students of all backgrounds.
format	article
author	Devyn Shafer Maggie S. Mahmood Tim Stelzer
author_facet	Devyn Shafer Maggie S. Mahmood Tim Stelzer
author_sort	Devyn Shafer
title	Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students
title_short	Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students
title_full	Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students
title_fullStr	Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students
title_full_unstemmed	Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students
title_sort	impact of broad categorization on statistical results: how underrepresented minority designation can mask the struggles of both asian american and african american students
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/024fefa20e54402c9f92fee5324f26a4
work_keys_str_mv	AT devynshafer impactofbroadcategorizationonstatisticalresultshowunderrepresentedminoritydesignationcanmaskthestrugglesofbothasianamericanandafricanamericanstudents AT maggiesmahmood impactofbroadcategorizationonstatisticalresultshowunderrepresentedminoritydesignationcanmaskthestrugglesofbothasianamericanandafricanamericanstudents AT timstelzer impactofbroadcategorizationonstatisticalresultshowunderrepresentedminoritydesignationcanmaskthestrugglesofbothasianamericanandafricanamericanstudents
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Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students

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