  We report on seven years of attitudinal data using the Colorado Learning
Attitudes about Science Survey from University Modeling Instruction (UMI)
sections of introductory physics at Florida International University. This work
expands upon previous studies that reported consistently positive attitude
shifts in UMI courses; here, we disaggregate the data by gender and ethnicity
to look for any disparities in the pattern of favorable shifts. We find that
women and students from statistically underrepresented ethnic groups are
equally supported on this attitudinal measure, and that this result holds even
when interaction effects of gender and ethnicity are included. We conclude with
suggestions for future work in UMI courses and for attitudinal equity
investigations generally.
