Attributing equity gaps to course structure in introductory physics

TL;DR

This study demonstrates that modifying course structures in introductory physics can eliminate demographic grade gaps, highlighting the influence of course design over student preparation in equity issues.

Contribution

The paper provides empirical evidence that specific course structure changes can eliminate demographic grade gaps, supporting the Course Deficit Model over the Student Deficit Model.

Findings

Conceptual-first instruction eliminated racial/ethnic grade gaps.

Weekly retake exams eliminated gender grade gaps.

Course structure changes can address demographic disparities.

Abstract

We add to a growing literature suggesting that demographic grade gaps should be attributed to biases embedded in the courses themselves. Changes in the structure of two different introductory physics classes were made while leaving the topics covered and the level of coverage unchanged. First, a class where conceptual issues were studied before doing any complicated calculations had zero final exam grade gap between students from underrepresented racial/ethnic groups and their peers. Next, four classes that offered students a retake exam each week between the regular bi-weekly exams during the term had zero gender gap in course grades. Our analysis indicates that demographic grade gaps can be attributed to the course structure (a Course Deficit Model) rather than to student preparation (a Student Deficit Model).