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

TABLE 5.

Comparison of intersectionality of 1) STEM URM First-Generation (1st-Gen) and STEM Continuing students and 2) non-STEM URM First-Generation and STEM Continuing 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	1st-Gen (n = 178)	Continuing (n = 309)	Z-score	p value	1st-Gen (n = 137)	Continuing (n = 188)	Z-score	p value
1. My transition to remote learning was easy	2.16 ± 0.06^a	2.34 ± 0.04^a	−2.577 ^a	0.010 ^a	2.12 ± 0.08	2.15 ± 0.06	−0.596	0.551

2. I am satisfied with remote instruction	2.46 ± 0.05	2.50 ± 0.04	−0.848	0.397	2.36 ± 0.07	2.40 ± 0.05	−0.410	0.682

3. Remote instruction increased my workload	2.88 ± 0.06^a	2.73 ± 0.04^a	−2.183 ^a	0.029 ^a	2.86 ± 0.07 ^a	2.68 ± 0.06 ^a	−2.139 ^a	0.032 ^a

4. Remote instruction reduces my ability to succeed	2.86 ± 0.06	2.84 ± 0.05	−0.223	0.823	2.85 ± 0.07	2.95 ± 0.06	−1.002	0.316

5. Access to technology reduces my ability to participate in remote instruction	2.34 ± 0.06^a	1.87 ± 0.05^a	−5.710 ^a	0.000 ^a	2.49 ± 0.08 ^a	2.03 ± 0.06 ^a	−4.508 ^a	0.000 ^a

6. Remote instruction during COVID increased my interest in taking more remote classes	2.01 ± 0.06	2.02 ± 0.05	−0.127	0.899	2.14 ± 0.08 ^a	1.84 ± 0.06 ^a	−2.523 ^a	0.012 ^a

7. I work more (e.g., employment) now than before COVID-19.	2.22 ± 0.06^a	2.07 ± 0.05^a	−2.164 ^a	0.030 ^a	2.37 ± 0.08	2.17 ± 0.06	−1.946	0.052

8. I have less time to devote to my schoolwork	2.65 ± 0.06^a	2.30 ± 0.05^a	−4.389 ^a	0.000 ^a	2.65 ± 0.08 ^a	2.35 ± 0.06 ^a	−3.186 ^a	0.001 ^a

9. I have less ability to focus on my schoolwork	3.46 ± 0.05	3.34 ± 0.04	−1.583	0.114	3.39 ± 0.07	3.34 ± 0.06	−0.306	0.759

10. I live with other students engaged in remote learning (Yes=1, No=2)	1.40 ± 0.04	1.42 ± 0.03	−0.349	0.727	1.39 ± 0.04	1.48 ± 0.04	−1.590	0.112

11. I help my siblings or other members of my household with remote learning	2.80 ± 0.08^a	2.40 ± 0.06^a	−4.274 ^a	0.000 ^a	2.99 ± 0.08 ^a	2.29 ± 0.07 ^a	−6.085 ^a	0.000^a

12. It is harder for me to balance schoolwork with my household responsibilities	3.15 ± 0.07^a	2.81 ± 0.05^a	−4.365 ^a	0.000 ^a	3.16 ± 0.07 ^a	2.94 ± 0.06 ^a	−2.437 ^a	0.015^a

13. My living situation limits my ability to participate in remote instruction	2.61 ± 0.07^a	2.22 ± 0.05^a	−4.628 ^a	0.000 ^a	2.81 ± 0.07 ^a	2.35 ± 0.07 ^a	−4.351 ^a	0.000^a

14. Prior to COVID-19 my family was financially secure	2.79 ± 0.05^a	3.29 ± 0.04^a	−7.740 ^a	0.000 ^a	2.70 ± 0.06 ^a	3.20 ± 0.05 ^a	−6.419 ^a	0.000^a

15. My household has financial resources to cover expenses for the next 2–3 months	2.51 ± 0.06^a	3.12 ± 0.05^a	−8.013 ^a	0.000 ^a	2.33 ± 0.07 ^a	2.94 ± 0.06 ^a	−5.969 ^a	0.000^a

16. My family has health insurance (Yes=1, No=2)	1.24 ± 0.03^a	1.05 ± 0.01^a	−6.509 ^a	0.000 ^a	1.32 ± 0.04 ^a	1.09 ± 0.02 ^a	−5.311^a	0.000^a

17. My access to quality food was better at school	2.99 ± 0.07^a	2.64 ± 0.05^a	−4.195^a	0.000 ^a	2.81 ± 0.08	2.74 ± 0.07	−0.721	0.471

18. How COVID-19 impacted food availability in your household (Decrease=1, No Change=2, Increase=3)	1.82 ± 0.04	1.91 ± 0.03	−1.810	0.070	1.78 ± 0.06^a	1.90 ± 0.04^a	−2.046^a	0.041^a

19. How COVID-19 impacted food quality in your household (Decrease=1, No Change=2, Increase=3)	1.70 ± 0.04^a	1.87 ± 0.02^a	−3.801^a	0.000^a	1.63 ± 0.05^a	1.78 ± 0.04 ^a	−2.523^a	0.012^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 gray.

Negative outcomes.