Fig. 3From: Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM coursesFinal course grade distributions of PSI participants, grouped by session attendance, for students identifying as a Asian (N = 265), b Black/African American (N = 679), c Hispanic/Latino (N = 401), and d White (N = 444). Shown for comparison are the final grade distributions for all students enrolled in PSI courses for students identifying as a Asian (N = 2834), b Black/African American (N = 6238), c Hispanic/Latino (N = 4143), and d White (N = 5375)Back to article page