TABLE 9.

Comparison of intersectionality of 1) URM STEM and URM non-STEM students and 2) non-URM STEM and non-URM 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	URM				Non-URM
	STEM (n = 238)	Non-STEM (n = 158)	Z-score	p value	STEM (n = 247)	Non-STEM (n = 167)	Z-score	p value
1. My transition to remote learning was easy	2.15 ± 0.05	2.12 ± 0.07	−0.570	0.569	2.39 ± 0.05	2.16 ± 0.07	−2.768	0.006
2. I am satisfied with remote instruction	2.43 ± 0.05	2.45 ± 0.06	−0.201	0.840	2.53 ± 0.04	2.33 ± 0.06	−2.713	0.007
3. Remote instruction increased my workload	2.90 ± 0.05	2.79 ± 0.07	−1.376	0.169	2.67 ± 0.05	2.71 ± 0.06	−0.594	0.552
4. Remote instruction reduces my ability to succeed	2.88 ± 0.05	2.83 ± 0.07	−0.556	0.578	2.83 ± 0.05	2.98 ± 0.06	−1.895	0.058
5. Access to technology reduces my ability to participate in remote instruction	2.22 ± 0.06	2.41 ± 0.07	−2.187	0.029	1.89 ± 0.05	2.04 ± 0.07	−1.636	0.102
6. Remote instruction during COVID increased my interest in taking more remote classes	1.92 ± 0.05	2.03 ± 0.07	−0.898	0.369	2.09 ± 0.06	1.90 ± 0.07	−2.105	0.035
7. I work more (e.g., employment) now than before COVID-19.	2.16 ± 0.05	2.41 ± 0.08	−2.568	0.010	2.09 ± 0.05	2.11 ± 0.07	−0.238	0.812
8. I have less time to devote to my schoolwork	2.56 ± 0.06	2.66 ± 0.07	−1.191	0.234	2.31 ± 0.05	2.31 ± 0.06	−0.140	0.889
9. I have less ability to focus on my schoolwork	3.46 ± 0.05	3.41 ± 0.06	−0.630	0.529	3.31 ± 0.05	3.31 ± 0.06	−0.339	0.735
10. I live with other students engaged in remote learning (Yes=1, No=2)	1.35 ± 0.03	1.36 ± 0.04	−0.261	0.794	1.47 ± 0.03	1.51 ± 0.04	−0.862	0.389
11. I help my siblings or other members of my household with remote learning	2.75 ± 0.06	2.96 ± 0.08	−2.022	0.043	2.35 ± 0.06	2.23 ± 0.07	−1.063	0.288
12. It is harder for me to balance schoolwork with my household responsibilities	3.11 ± 0.05	3.13 ± 0.07	−0.332	0.740	2.77 ± 0.06	2.94 ± 0.07	−1.872	0.061
13. My living situation limits my ability to participate in remote instruction	2.50 ± 0.06	2.71 ± 0.07	−2.316	0.021	2.25 ± 0.06	2.38 ± 0.07	−1.421	0.155
14. Prior to COVID-19 my family was financially secure	2.96 ± 0.04	2.81 ± 0.06	−1.980	0.048	3.24 ± 0.04	3.18 ± 0.06	−0.773	0.440
15. My household has financial resources to cover expenses for the next 2–3 months	2.79 ± 0.05	2.48 ± 0.07	−3.597	0.000	3.00 ± 0.06	2.88 ± 0.07	−1.289	0.197
16. My family has health insurance (Yes=1, No=2)	1.17 ± 0.02	1.29 ± 0.04	−2.786	0.005	1.06 ± 0.02	1.07 ± 0.02	−0.460	0.645
17. My access to quality food was better at school	2.85 ± 0.06	2.78 ± 0.07	−0.700	0.484	2.69 ± 0.06	2.75 ± 0.07	−0.704	0.482
18. How COVID-19 impacted food availability in your household (Decrease=1, No Change=2, Increase=3)	1.83 ± 0.04	1.81 ± 0.05	−0.607	0.544	1.92 ± 0.03	1.90 ± 0.04	−0.337	0.736
19. How COVID-19 impacted food quality in your household (Decrease=1, No Change=2, Increase=3)	1.80 ± 0.03	1.66 ± 0.05	−2.745	0.006	1.81 ± 0.03	1.77 ± 0.04	−0.814	0.415

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.