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International Journal of STEM Education

Table 1 Demographics of the undergraduate population and the LAs in the study sample at the two universities

From: Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

 

University A

University B

University undergraduate population %

LAs in study sample %

University undergraduate population %

LAs in study sample %

Students who identified as American Indian, Alaska Native, Black, African American, Native Hawaiian, Other Pacific Islander, Asian, Latino, Latinx, Hispanic, Hispanic of any race, Cape Verdean, two or more races, self-described race, Non Resident Alien, and/or International

64

67

47

64

Students who identified as white and did not identify with any of the social constructs on top

36

33

53

36

Students who identified as non-binary, female, or self-described gender

58

58

54

60

Students who identified as male

42

42

46

40

  1. For the racial/ethnic makeup of the undergraduate student populations, we relied on categories and numbers provided by the two universities. While for the demographics of the LAs collected for our study, we separated race, ethnicity, and international status, those were not separated by the universities with regard to the demographics of the students. This means for example that for the undergraduate student population, a student was not able to select that they identify as Black and Hispanic or Asian and International, while LAs in our study were able to make those kinds of selections. To make numbers between the two universities and the LAs in our study as comparable as possible, we decided to display aggregated percentages for all students who identified at least with one marginalized social construct vs. students who only identified as white or male. To be transparent in what social constructs we aggregated we listed all social constructs included in the aggregation. While it might seem as if we doubled some terms, such as including “Hispanic” and “Hispanic of any race,” we did this intentionally to include all the different language choices used by the different universities and the research team as these were the actual choices the students could self-identify with. We also acknowledge that the two universities and our research team opted for different language choices, some more marginalizing (e.g., “Non Resident Alien”) while others are more justice-oriented (e.g., “International”). Lastly, we acknowledge that it would have been more respectful to use the term “First Nations” instead of the colonizing term “American Indian/Alaska Native,” but this more justice-oriented language was neither used by any of the two universities nor by our research team
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