Racial identity for students was analyzed in a two-step process. As the majority of students identified as either Caucasian or Asian heritage, Mann Whitney U tests were conducted on these two specific cohorts of students as they were of equal size. Then, racial data was aggregated for students who are not Caucasian, in order to understand if there are any significant differences for students of color more broadly. While there are limitations of this type of aggregation of racial data (further discussed in the Limitations of this paper), we compared the results of Mann Whitney U tests for Caucasian x Asian students and Caucasian x Students of Color to understand where experiences may be shared by non-white students broadly. When the ethnic data was aggregated to create two groups for comparison, the total 441 broke down to still a majority group of Caucasian students (n=200, 45.4%) with the second group being students of color (n=196, 44.4%). The group 'students of color' included African American students, Latino/a or Hispanic students, Asian students, Native Hawaiian or Pacific Islander students, and students who identified as Other through text description, as these students identified as either Black African or Arab/Middle Eastern. While this approach has limitations, the aggregation of racial identity data was conducted so as to retain the responses from all students where possible. Further discussion on this approach is included in the limitations section.