This work describes the evaluation of the Attitude toward the Subject of Chemistry Inventory (ASCI), as well as two modifications (one for attitude toward math and one for attitude toward biology), for college students at a Hispanic Serving Institution. Confirmatory factor analysis supported a two-factor structure, similar to an existing model of a revised version of the ASCI, for all three instruments. These instruments show little change in student attitude with respect to biology, chemistry, or math during a typical semester. However, major perturbations, such as switching to remote instruction mid-semester, can lead to small but significant increases and decreases in attitude.

Survey data was collected anonymously through qualtrics.