American Economic Journal: Economic Policy · 2023 · Scott Carrell、Michal Kurlaender
中文摘要
本文提供了实验证据，考察旨在提高历史上代表性不足群体大学生学业成功的特定教师行为所产生的影响。该干预措施是在开展面对面焦点小组讨论和一项先导实验后设计的。我们发现，该干预对多项短期和较长期结果均具有显著的正向处理效应。具体而言，处理组中代表性不足的学生对教授的看法更为积极，并获得了更高的课程成绩。这些积极效应在随后数年中持续存在：处理组学生更有可能坚持就读大学，从而修得更多学分并提高学位完成率。（JEL I22, I23, I28, J15, J44）
Abstract
We provide experimental evidence on the impact of specific faculty behaviors aimed at increasing student success for college students from historically underrepresented groups. The intervention was developed after conducting in-person focus groups and a pilot experiment. We find significant positive treatment effects across a multitude of short- and longer-run outcomes. Specifically, underrep-resented students in the treatment report more positive perceptions of the professor and earned higher course grades. These positive effects persisted over the next several years, with students in the treatment more likely to persist in college, resulting in increased credit accumulation and degree completion. (JEL I22, I23, I28, J15, J44)