Higher Education administrators and educators seek to understand how to design and to facilitate online courses to ensure quality, culturally responsive online education for minority students for the purpose of closing the academic achievement gap. To determine if students’ social presence, cognitive presence, teacher presence, and perceived learning differ based upon ethnicity in the asynchronous learning environment, a one-way multivariate analysis of variance (MANOVA) was conducted. Results suggest that Latinos students have a higher sense of teaching presence than Caucasian students and no significant difference exist in students’ social presence, cognitive presence, teacher presence, and perceived learning based on ethnicity