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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.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010113
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=15613">Shafer, D, M. Mahmood, and T. Stelzer. "Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students." Phys. Rev. Phys. Educ. Res. 17, no. 1, (March 4, 2021): 010113.</a>
![]() D. Shafer, M. Mahmood, and T. Stelzer, , Phys. Rev. Phys. Educ. Res. 17 (1), 010113 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010113).
![]() D. Shafer, M. Mahmood, and T. Stelzer, Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students, Phys. Rev. Phys. Educ. Res. 17 (1), 010113 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010113>.
![]() Shafer, D., Mahmood, M., & Stelzer, T. (2021, March 4). Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students. Phys. Rev. Phys. Educ. Res., 17(1), 010113. Retrieved February 7, 2025, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010113
![]() Shafer, D, M. Mahmood, and T. Stelzer. "Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students." Phys. Rev. Phys. Educ. Res. 17, no. 1, (March 4, 2021): 010113, https://doi.org/10.1103/PhysRevPhysEducRes.17.010113 (accessed 7 February 2025).
![]() Shafer, Devyn, Maggie S. Mahmood, and 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." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010113. 7 Feb. 2025 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010113>.
![]() @article{
Author = "Devyn Shafer and Maggie S. Mahmood and Tim Stelzer",
Title = {Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {17},
Number = {1},
Pages = {010113},
Month = {March},
Year = {2021}
}
![]() %A Devyn Shafer %A Maggie S. Mahmood %A Tim Stelzer %T Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D March 4, 2021 %P 010113 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010113 %O application/pdf ![]() %0 Journal Article %A Shafer, Devyn %A Mahmood, Maggie S. %A Stelzer, Tim %D March 4, 2021 %T Impact of broad categorization on statistical results: How underrepresented minority designation can mask the struggles of both Asian American and African American students %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010113 %8 March 4, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010113 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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