Hybrid Learning and Educational Equity at a Hispanic-Serving Institution: Modality Effects on Academic Achievement Across Undergraduate Student Groups

Racial and ethnic achievement gaps in higher education are documented, yet the extent to which instructional modality shapes these disparities at Hispanic Serving Institutions (HSIs) remains unclear. This study examines 273 undergraduates, 29% Hispanic/Latino/Latinx, across 9 economics sections at a 4-year public HSI during 2020-2021 pandemic-era semesters. Using Ordinary Least Squares regression models, the analysis compares in-person, fully online, and hybrid/HyFlex instruction. Fully online instruction lowers grades but reduces the first-generation penalty. Hybrid/HyFlex instruction yields gains of 1.51-2.81 points and narrows gaps for Black, Hispanic, and first-generation students, suggesting instructional modality may serve as a structural equity lever in HSIs.