Understanding Heterogeneity in Outcomes Across Asian Student Groups in the Introductory Physics Courses

• In Event: Critical Analyses of Identity, Belonging, and Racialized Educational Outcomes

Abstract

The model minority myth obscures differences in achievement among Asian students. This study estimates variation in conceptual physics knowledge across 19 Asian racial/ethnic groups at the start and end of introductory courses. We applied quantitative critical race theory as a guiding framework. We analyzed the data from 16,810 Asian students at 64 U.S. institutions using multilevel analysis of individual heterogeneity and discriminatory precision (MAIHDA). Our results showed differences between the lowest and highest performing groups comparable to a semester of learning. The mean posttest score of the lowest performing group is the same as the mean pretest score of the highest performing group. Disaggregated data reveals performance differences among "Asian" groups that aggregated (non)-underrepresented minorities categories often conceal.

Authors

• Vy Le, Iowa State University

• Grace Angell, Iowa State University

• Jayson Nissen, Montana State University

• Ben Van Dusen, Iowa State University