Traditionally underserved students (TUSs), including Black, Latinx, American Native, and low-socioeconomic (SES) students, have higher rates of departure from STEM undergraduate programs than their more privileged peers. These higher departure rates are associated with TUSs’ lower performance in STEM gatekeeper courses compared to non-STEM courses through their sophomore year. Flipped models of instruction when used in gatekeeper chemistry courses are broadly shown to improve student course performance (higher course grades; reduced W/D/F rates). However, there is no clear evidence that flipped models specifically improve course performance for TUSs. This study’s objective was to determine the impact of a flipped model on students’ course performance in General Chemistry I on the basis of their race/ethnicity and SES. Using a nonparallel quasi-experimental design, student performance by race/ethnicity and SES in the flipped model course was compared to that of students in the traditional course. Results show TUSs were significantly more likely to have higher course grades in the flipped model course as compared to the traditional course. Further, the performance gap was closed between Black and Latinx students and their White/Asian peers in the flipped model. However, a performance gap between low-SES and middle- to high-SES students emerged in the flipped model. The W/D/F rate was decreased in the flipped model for all student groups. Therefore, although flipped models are not a panacea, they can be one critical support strategy used in freshman and sophomore chemistry gatekeeper courses to mitigate TUSs’ departure from STEM undergraduate programs.

中文翻译：

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平整领域：翻转教学作为促进普通化学公平性的工具

传统上服务欠佳的学生（TUS），包括黑人，拉丁裔，美国原住民和低社会经济（SES）学生，与享有特权的同龄人相比，离开STEM本科课程的比率更高。与大二年级的非STEM课程相比，这些较高的离职率与TUS在STEM关守课程中的较低表现有关。在门卫化学课程中使用翻转教学模型时，广泛显示可以提高学生的课程表现（较高的课程成绩；降低的W / D / F率）。但是，没有明确的证据表明翻转模型可以专门提高TUS的课程性能。这项研究的目的是根据他们的种族/民族和SES来确定翻转模型对通用化学I中学生课程表现的影响。使用非平行的准实验设计，将翻转模式课程中学生的种族/民族和SES表现与传统课程中的学生进行了比较。结果显示，与传统课程相比，在翻转模型课程中，TUS的课程等级明显更高。此外，在翻转模型中，黑人和拉丁裔学生与他们的白人/亚洲同龄人之间的表现差距得以缩小。但是，翻转模式中出现了低SES和中高SES学生之间的成绩差距。在翻转模型中，所有学生组的W / D / F率均降低。因此，尽管翻转模型不是万能药，但它们可以成为新生和大二化学门卫课程中使用的一种关键支持策略，以缓解TUSs脱离STEM本科课程的情况。