Attributing equity gaps to course structure in introductory physics

We add to a growing literature suggesting that demographic grade gaps should be attributed biases embedded in the courses themselves. Changes structure of two different introductory physics classes were made while leaving topics covered and level coverage unchanged. First, class where conceptual issues studied before doing any complicated calculations had zero final exam gap between students from underrepresented racial or ethnic groups their peers. Next, four offered retake each week regular bi-weekly exams during term gender course grades. Our analysis indicates can (a deficit model) rather than student preparation model).Received 8 February 2023Accepted 19 July 2023DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.020126Published by American Physical Society under terms Creative Commons Attribution 4.0 International license. Further distribution this work must maintain attribution author(s) published article’s title, journal citation, DOI.Published SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionEducational policyInstructional strategiesStudent preparationPhysics Education Research