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Physical Review Physics Education Research
written by Devyn Shafer, Maggie S. Mahmood, and Tim Stelzer
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
Subjects Levels Resource Types
Education - Applied Research
- Recruitment
= Diversity
Education - Basic Research
- Achievement
- Research Design & Methodology
= Statistics
- Sample Population
- Societal Issues
= Race Issues
- Student Characteristics
= Ability
= Skills
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010113
NSF Numbers:
DRL
20-10188
Keywords:
culturally relevant education, educational justice, equity in education, inclusivity, justice in education
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
April 7, 2022 by Caroline Hall
Last Update
when Cataloged:
March 4, 2021
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Record Link
AIP Format
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).
AJP/PRST-PER
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>.
APA Format
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 May 27, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010113
Chicago Format
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 27 May 2024).
MLA Format
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. 27 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010113>.
BibTeX Export Format
@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} }
Refer Export Format

%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

EndNote Export Format

%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


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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