Ethnicity, age, and the feeling of belonging for students can affect their performance in class. A noninteractive or unmingled student who lacks the feeling of belonging to other classmates or a group of students has high potential to perform poorly, especially in classes where teamwork is required and highly desirable. This article surveyed the ethnicity and demographics of 194 students in a fluid power class offered within the School of Engineering Technology at Purdue University. The survey collected the gender, age, and ethnicity of students enrolled in the class at the main campus and at five other remote locations spread over the state of Indiana that are part of Purdue University. All surveyed locations shared the same labs and course learning outcomes. The final scores for the students with different ethnicities, demographics, and ages were analyzed showing the average, minimum, and maximum in each location. The group grades, ethnicity, gender, and age were summarized and sorted into three categories: students enrolled in the main campus, students enrolled at statewide locations while being aggregated in one pool, and students from statewide locations but each location was presented separately. Although “White” students were the dominant group for all considered campuses, statistical analysis of the students’ grades showed that the locations that had slightly more diverse groups had the highest average scores. It was also noticed that the scores and performance of the students depended mainly on their interaction and willingness to mingle with other students. Other factors that can affect the students’ performance such as family background, family obligations and support, school-related factors, and other social factors were not part of this study.
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Research Article| April 01 2020
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Maher Shehadi; Ethnic and Demographic Differences between Main Campus and Remote Sites Students. Ethnic Studies Review 1 April 2020; 43 (1): 113–124. doi: https://doi.org/10.1525/esr.2020.43.1.113
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