– 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.
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Can learning communities boost success of women and minorities in STEM? Evidence from the Massachusetts Institute of Technology
The Impact of Inclusive STEM High Schools on Student Achievement
To estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools.
Does Immigration Affect whether U.S. Natives Major in Science and Engineering?
Does the amount of immigrants have an impact on the amount of U.S. natives that major in STEM?
The effect of instructor race and gender on student persistence in STEM fields
To see if the race or gender of the instructor effects persistence of initial STEM majors in a STEM field after the first semester and first year.
Desegregation and the Achievement Gap: Do Diverse Peers Help?
Deeper understanding of peer effects is critical to assessing the impact of desegregating peer group on the achievement of white and nonwhite students
Peer Effects in the Classroom: Learning from Gender and Race Variation
Identify the effects of peers using sources of idisyncratic sources of variation, such as changes in the gender and racial composition.
Does School Quality Explain the Recent Black/White Wage Trend?
Whether educational quality can explain the break in the trend toward black/white wage equality.