Gender gaps on the various physics concept inventories have been extensively studied; however, little work has been done to explore racial or ethnic biases. In this work, we will present student averages on the Force Concept Inventory (FCI) for African-American (n=85), Caucasian (n=1665), and Hispanic (n=82) students. Hierarchical linear regression was used to explore the effects of gender and race/ethnicity on FCI posttest scores. As expected from the literature, a gender gap of 8% was found in the FCI posttest scores with male students outperforming female students. Differences in FCI posttest performance were also measured with Caucasian students outperforming African-American students (14%) and Hispanic students (6%). After controlling for course performance measured by physics grade, the differences narrowed somewhat; Caucasian students outperformed both African-American students (9%) and Hispanic students (4%) on the FCI posttest. No significant interaction between gender and race/ethnicity was found; the gender gap identified in the majority population was shared equally by all students.