– Author finds no statistically significant effects on academic outcomes for ESG enrollees generally, but women who participate in the program have higher GPAs and complete more credits of coursework.
– Minority students are more likely to major in math, computer science, or electrical engineering after participating in the ESG program.
– Though quite noisy, the results are suggestive that women and minorities in STEM may benefit from learning communities.
– Author finds evidence that female instructors are particularly beneficial for female students at MIT. However, the magnitude of the estimates suggests that the gender-mix of ESG instructors cannot account for most of the academic effects the author observes for female students.