TABLE 6.

Comparison of intersectionality of 1) First-Generation STEM and First-Generation non-STEM students and 2) Continuing STEM and Continuing non-STEM 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	First-Generation				Continuing
	STEM (n = 178)	Non-STEM (n = 137)	Z-score	p value	STEM (n = 309)	Non-STEM (n = 188)	Z-score	p value
1. My transition to remote learning was easy	2.16 ± 0.06	2.12 ± 0.08	−0.817	0.414	2.34 ± 0.04	2.15 ± 0.06	−2.362	0.018
2. I am satisfied with remote instruction	2.46 ± 0.05	2.36 ± 0.07	−1.050	0.294	2.50 ± 0.04	2.40 ± 0.05	−1.612	0.107
3. Remote instruction increased my workload	2.88 ± 0.06	2.86 ± 0.07	−0.304	0.761	2.73 ± 0.04	2.68 ± 0.06	−0.730	0.465
4. Remote instruction reduces my ability to succeed	2.86 ± 0.06	2.85 ± 0.07	−0.001	0.999	2.84 ± 0.05	2.95 ± 0.06	−1.449	0.147
5. Access to technology reduces my ability to participate in remote instruction	2.34 ± 0.06	2.49 ± 0.08	−1.504	0.133	1.87 ± 0.05	2.03 ± 0.06	−2.066	0.039
6. Remote instruction during COVID increased my interest in taking more remote classes	2.01 ± 0.06	2.14 ± 0.08	−0.878	0.380	2.02 ± 0.05	1.84 ± 0.06	−1.966	0.049
7. I work more (e.g., employment) now than before COVID-19.	2.22 ± 0.06	2.37 ± 0.08	−1.319	0.187	2.07 ± 0.05	2.17 ± 0.06	−1.145	0.252
8. I have less time to devote to my schoolwork	2.65 ± 0.06	2.65 ± 0.08	−0.013	0.990	2.30 ± 0.05	2.35 ± 0.06	−0.579	0.563
9. I have less ability to focus on my schoolwork	3.46 ± 0.05	3.39 ± 0.07	−0.750	0.453	3.34 ± 0.04	3.34 ± 0.06	−0.293	0.769
10. I live with other students engaged in remote learning (Yes=1, No=2)	1.40 ± 0.04	1.39 ± 0.04	−0.265	0.791	1.42 ± 0.03	1.48 ± 0.04	−1.261	0.207
11. I help my siblings or other members of my household with remote learning	2.80 ± 0.08	2.99 ± 0.08	−1.634	0.102	2.40 ± 0.06	2.29 ± 0.07	−1.211	0.226
12. It is harder for me to balance schoolwork with my household responsibilities	3.15 ± 0.07	3.16 ± 0.07	−0.046	0.964	2.81 ± 0.05	2.94 ± 0.06	−1.568	0.117
13. My living situation limits my ability to participate in remote instruction	2.61 ± 0.07	2.81 ± 0.07	−1.934	0.053	2.22 ± 0.05	2.35 ± 0.07	−1.507	0.132
14. Prior to COVID-19 my family was financially secure	2.79 ± 0.05	2.70 ± 0.06	−1.049	0.294	3.29 ± 0.04	3.20 ± 0.05	−1.045	0.296
15. My household has financial resources to cover expenses for the next 2–3 months	2.51 ± 0.06	2.33 ± 0.07	−1.882	0.060	3.12 ± 0.05	2.94 ± 0.06	−2.388	0.017
16. My family has health insurance (Yes=1, No=2)	1.24 ± 0.03	1.32 ± 0.04	−1.437	0.151	1.05 ± 0.01	1.09 ± 0.02	−1.805	0.071
17. My access to quality food was better at school	2.99 ± 0.07	2.81 ± 0.08	−1.627	0.104	2.64 ± 0.05	2.74 ± 0.07	−1.245	0.213
18. How COVID-19 impacted food avail ability in your household (Decrease=1, No Change=2, Increase=3)	1.82 ± 0.04	1.78 ± 0.06	−0.868	0.386	1.91 ± 0.03	1.90 ± 0.04	−0.142	0.887
19. How COVID-19 impacted food quality in your household (Decrease=1, No Change=2, Increase=3)	1.70 ± 0.04	1.63 ± 0.05	−1.195	0.232	1.87 ± 0.02	1.78 ± 0.04	−2.240	0.025

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.

^aNegative outcomes.