| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w28719 |
| 来源ID | Working Paper 28719 |
| Minority Student and Teaching Assistant Interactions in STEM | |
| Daniel Oliver; Robert W. Fairlie; Glenn Millhauser; Randa Roland | |
| 发表日期 | 2021-04-26 |
| 出版年 | 2021 |
| 语种 | 英语 |
| 摘要 | Graduate student teaching assistants from underrepresented groups may provide salient role models and enhanced instruction to minority students in STEM fields. We explore minority student-TA interactions in an important course in the sciences and STEM – introductory chemistry labs – at a large public university. The uncommon assignment method of students to TA instructors in these chemistry labs overcomes selection problems, and the small and active learning classroom setting with required attendance provides frequent interactions with the TA. We find evidence that underrepresented minority students are less likely to drop courses and are more likely to pass courses when assigned to minority TAs, but we do not find evidence of effects for grades and medium-term outcomes. The effects for the first-order outcomes are large with a decrease in the drop rate by 5.5 percentage points on a base of 6 percent, and an increase in the pass rate of 4.8 percentage points on a base of 93.6 percent. The findings are similar when we focus on Latinx student - Latinx TA interactions. The findings are robust to first-time vs. multiple enrollments in labs, specifications with different levels of fixed effects, limited choice of TA race, limited information of TAs, and low registration priority students. The findings have implications for debates over increasing diversity among PhD students in STEM fields because of spillovers to minority undergraduates. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Demography and Aging |
| URL | https://www.nber.org/papers/w28719 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/586392 |
| 推荐引用方式 GB/T 7714 | Daniel Oliver,Robert W. Fairlie,Glenn Millhauser,et al. Minority Student and Teaching Assistant Interactions in STEM. 2021. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w28719.pdf（368KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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