. 2021 Mar 31;22(1):22.1.54. doi: 10.1128/jmbe.v22i1.2457

TABLE 4.

Comparison of intersectionality of 1) STEM URM (n = 238) and STEM non-URM (n = 247) students and 2) non-STEM URM (n = 158) and non-STEM non-URM (n = 167) students in response to survey questions focused on experience with remote learning (1–6), balancing home and school responsibilities (7–13) and financial challenges (14–19).

Survey Question	STEM				NON-STEM
Survey Question	URM (n = 238)	Non-URM (n = 247)	Z-score	p value	URM (n = 158)	Non-URM (n = 167)	Z-score	p value
1. My transition to remote learning was easy	2.15 ± 0.05^a	2.39 ± 0.05^a	−3.526^a	0.000^a	2.12 ± 0.07	2.16 ± 0.07	−0.516	0.606

2. I am satisfied with remote instruction	2.43 ± 0.05	2.53 ± 0.04	−1.470	0.142	2.45 ± 0.06	2.33 ± 0.06	−1.413	0.158

3. Remote instruction increased my workload	2.90 ± 0.05^a	2.67 ± 0.05^a	−3.417^a	0.001^a	2.79 ± 0.07	2.71 ± 0.06	−0.994	0.320

4. Remote instruction reduces my ability to succeed	2.88 ± 0.05	2.83 ± 0.05	−0.671	0.502	2.83 ± 0.07	2.98 ± 0.06	−1.562	0.118

5. Access to technology reduces my ability to participate in remote instruction	2.22 ± 0.06^a	1.89 ± 0.05^a	−4.276^a	0.000^a	2.41 ± 0.07^a	2.04 ± 0.07 ^a	−3.994^a	0.000^a

6. Remote instruction during COVID increased my interest in taking more remote classes	1.92 ± 0.05^a	2.09 ± 0.06^a	−1.956^a	0.050^a	2.03 ± 0.07	1.90 ± 0.07	−1.155	0.248

7. I work more (e.g., employment) now than before COVID-19.	2.16 ± 0.05	2.09 ± 0.05	−1.151	0.250	2.41 ± 0.08^a	2.11 ± 0.07^a	−2.876^a	0.004^a

8. I have less time to devote to my schoolwork	2.56 ± 0.06^a	2.31 ± 0.05^a	−3.215^a	0.001^a	2.66 ± 0.07^a	2.31 ± 0.06^a	−3.853^a	0.000^a

9. I have less ability to focus on my schoolwork	3.46 ± 0.05^a	3.31 ± 0.05^a	−2.417^a	0.016^a	3.41 ± 0.06	3.31 ± 0.06	−1.006	0.314

10. I live with other students engaged in remote learning (Yes=1, No=2)	1.35 ± 0.03^a	1.47 ± 0.03^a	−2.716^a	0.007^a	1.36 ± 0.04^a	1.51 ± 0.04^a	−2.748^a	0.006^a

11. I help my siblings or other members of my household with remote learning	2.75 ± 0.06^a	2.35 ± 0.06^a	−4.372^a	0.000^a	2.96 ± 0.08^a	2.23 ± 0.07^a	−6.296^a	0.000^a

12. It is harder for me to balance schoolwork with my household responsibilities	3.11 ± 0.05^a	2.77 ± 0.06^a	−4.232^a	0.000^a	3.13 ± 0.07^a	2.94 ± 0.07^a	−2.090^a	0.037^a

13. My living situation limits my ability to participate in remote instruction	2.50 ± 0.06^a	2.25 ± 0.06^a	−3.125^a	0.002^a	2.71 ± 0.07^a	2.38 ± 0.07^a	−3.202^a	0.001^a

14. Prior to COVID-19 my family was financially secure	2.96 ± 0.04^a	3.24 ± 0.04^a	−4.676^a	0.000^a	2.81 ± 0.06^a	3.18 ± 0.06^a	−4.676^a	0.000^a

15. My household has financial resources to cover expenses for the next 2–3 months	2.79 ± 0.05^a	3.00 ± 0.06^a	−3.253^a	0.001^a	2.48 ± 0.07^a	2.88 ± 0.07^a	−4.276^a	0.000^a

16. My family has health insurance (Yes=1, No=2)	1.17 ± 0.02^a	1.06 ± 0.02^a	−3.889^a	0.000^a	1.29 ± 0.04^a	1.07 ± 0.02^a	−5.181^a	0.000^a

17. My access to quality food was better at school	2.85 ± 0.06^a	2.69 ± 0.06^a	−2.015^a	0.044^a	2.78 ± 0.07	2.75 ± 0.07	−0.318	0.750

18. How COVID-19 impacted food availability in your household (Decrease=1, No Change=2, Increase=3)	1.83 ± 0.04	1.92 ± 0.03	−1.865	0.062	1.81 ± 0.05	1.90 ± 0.04	−1.564	0.118

19. How COVID-19 impacted food quality in your household (Decrease=1, No Change=2, Increase=3)	1.80 ± 0.03	1.81 ± 0.03	−0.202	0.840	1.66 ± 0.05^a	1.77 ± 0.04^a	−2.018^a	0.044^a

Except where noted, means are reported where 1=strongly disagree, 2=disagree, 3=agree, and 4=strongly agree. Differences in response distributions was determined using a 2-tailed Mann-Whitney test, using a significance threshold of 0.05; all significant comparisons are in bold, with negative outcomes highlighted in grey.

Negative outcomes.