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Researchers have pinpointed recognition from others as one of the mostimportant dimensions of students' science and engineering identity. Studies,however, have found gender biases in students' recognition of their peers, withinconsistent patterns across introductory science and engineering courses.Toward finding the source of this variation, we examine whether a gender biasexists in students' nominations of strong peers across three different remote,introductory physics courses with varying student populations (varyingdemographics, majors, and course levels). We also uniquely evaluate possibleracial/ethnic biases and probe the relationship between instructional context(whether lecture or laboratory) and recognition. Some of our results replicateprevious findings (such as the the association of course grade and small classsection enrollment with nominations), while others offer contradictions.Comparing across our three courses and the prior work, results suggest thatcourse level (whether first-year students or beyond-first-year students) mightbe more associated with a gender bias in peer recognition than other variables.Surprisingly, we also find instances of racial/ethnic biases in favor ofstudents from backgrounds historically underrepresented in science. Finally, wefind that the nomination patterns differ when students nominate individualsstrong in the lecture material versus laboratory material. This work serves asan important step in determining which courses and contexts exhibit biases inpeer recognition, as well as how students' perceptions of one another form inremote teaching environments.

Introductory physics students' recognition of strong peers: Gender and racial/ethnic bias differ by course level and context