URM and Non-URM Students in Online Courses

Abstract

Currently, the literature provides some coherent evidence of what underrepresented minority (URM) students perceive they need to be successful, as well as what researchers empirically find important for URM student success. However, while success factors overlap with adoption factors, online course adoption is also affected by several important non-success factors such as flexibility. Adoption patterns of URM students have not been coherently studied using a well-tested technology adoption model. This study applies an expanded unified theory of acceptance and use of technology (UTAUT) model to address these gaps. Among a sample of 1231 students, URM students perceived online classes to require more effort to achieve lower grades relative to non-underrepresented students. Second, a narrower set of factors predicts URM students' intention to take online courses in the future. Finally, contextually, URM students are 46% more likely to be employed, first-generation students, and have substantial family responsibilities than non-URM students.