Access and performance in advanced high school physics have been persistently inequitable when considering student ethnicity and gender. This quasiexperimental, observational study examined access and performance of students in four Advanced Placement (AP) Physics courses in 2018–2019: AP Physics 1 ($N=150451$), AP Physics 2 ($N=20466$), AP Physics C Mechanics ($N=49951$), and AP Physics C Electricity & Magnetism ($N=21602$); this analysis utilized an intersectional lens of ethnicity and gender in identifying enrollment and performance disparities. Descriptive and inferential analyses were conducted to determine whether the distribution of student ethnicities and genders of students who took the examinations was similar to that of U.S. schools. Further analyses were conducted to determine whether achievement on AP Physics examinations varied by 14 unique intersectional groups characterized by gender and ethnicity. Results indicated that AP Physics 1 was a relatively accessible course, though enrollment disparities among genders, ethnicities, and intersectional groups grew as the AP Physics courses became more advanced with physics and/or calculus prerequisites or corequisites. There were large decreases in course enrollments from first- to second-year AP Physics courses, particularly for women who were also underrepresented ethnic minorities. In terms of performance, AP Physics 1 had the lowest overall weighted average, with the majority of students failing the examination. Women who were traditionally underrepresented ethnic minorities were found to have failure rates of over 80% on the AP Physics 1 examination, and failure rates near 50% for AP Physics 2 and the AP Physics C courses compared to nonminority men who had approximately half the failure rates. In most cases, men outperformed women who shared their ethnicities. These results present opportunities for physics education policy makers and researchers to design interventions for students in intersecting marginalized social groups, many of whom have disproportionately low representation and achievement in advanced high school physics, which occurs at a critical juncture in the physics pipeline.

中文翻译：

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按性别和种族划分的大学先修物理参与和表现的交叉分析

考虑到学生的种族和性别，高中物理的入学机会和表现一直是不平等的。这项准实验性、观察性研究检查了学生在 2018-2019 年四门进阶先修 (AP) 物理课程的访问和表现：AP 物理 1 ($N=150451$), AP 物理 2 ($N=20466$），AP物理C力学（$N=49951$），和 AP 物理 C 电与磁（$N=21602$); 该分析利用种族和性别的交叉视角来确定入学率和表现差异。进行描述性和推理性分析以确定参加考试的学生的种族和性别分布是否与美国学校相似。进行了进一步的分析，以确定 AP 物理考试的成绩是否因 14 个以性别和种族为特征的独特交叉群体而有所不同。结果表明，AP 物理 1 是一门相对容易上手的课程，尽管随着 AP 物理课程在物理和/或微积分先决条件或并存条件下变得更加先进，性别、种族和交叉群体之间的入学差异也在扩大。从第一年到第二年的 AP 物理课程的入学人数大幅减少，尤其是对于少数族裔的女性而言。在表现方面，AP Physics 1 的整体加权平均水平最低，大多数学生未通过考试。传统上少数族裔的女性在 AP 物理 1 考试中的不及格率超过 80%，而 AP 物理 2 和 AP 物理 C 课程的不及格率接近 50%，而非少数民族男性的不及格率约为一半率。在大多数情况下，男性的表现优于具有相同种族的女性。这些结果为物理教育政策制定者和研究人员提供了为交叉边缘化社会群体的学生设计干预措施的机会，