  Many STEM degrees require passing an introductory physics course. Physics
courses often have high failure rates that may disproportionately harm students
who are marginalized by racism, sexism, and classism. We examined the
associations between Learning Assistant (LA) supported courses and equity in
non-passing grades (i.e., d, drop, fail, or withdrawal; DFW) in introductory
physics courses. The data used in the study came from 2312 students in 41
sections of introductory physics courses at a regional Hispanic serving
institution. We developed hierarchical generalized linear models of student DFW
rates that accounted for gender, race, first-generation status and LA-supported
instruction. We used a quantitative critical race theory (QuantCrit)
perspective focused on the role of hegemonic power structures in perpetuating
inequitable student outcomes. Our QuantCrit perspective informed our research
questions, methods, and interpretations of findings. The models associated LAs
with overall decreases in DFW rates and larger decreases in DFW rates for
students of color than their white peers. While the inequities in DFW rates
were lower in LA-supported courses, they were still present.
