2017 - Can learning communities boost success of women and minorities in STEM? Evidence from the Massachusetts Institute of Technology

Attribution: Russell, Lauren
Researchers: Lauren Russell
University Affiliation: Dartmouth College
Email: LaurenRussell@dartmouth.edu
Research Question:
Evaluate the impact of a freshman learning community called the Experimental Study Group (ESG) for expanding the representation and success of women and minorities in STEM fields.
Published: Yes
Journal Name or Institutional Affiliation: Economics of Education Review
Journal Entry: Vol. 61, pp. 98-111
Year: 2017
Findings:

– 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.

Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: Academic AchievementCareer ChoicesChoice of MajorCollegeEducational EconomicsHuman CapitalPersistenceSTEM MajorSTEM minoritiesWomenRegions: MidwestMethodologies: QuantitativeResearch Designs: Administrative DataAnalysis Methods: Instrumental Variables Sampling Frame:All enrolled undergraduates at MIT in 1997,1999, 2003, 2004, and 2006–2015.
Sampling Types: all inclusiveAnalysis Units: StudentData Types: Quantitative-Longitudinal
Data Description:

-The author’s sample consists of all enrolled undergraduates at MIT in 1997, 1999, 2003, 2004, and 2006–2015.
– Sample of approximately 5510 students (420 applicants of the ESG program).
– The Experimental Study Group (ESG) is a freshman learning community that offers a freshman experience that is self-driven, interactive, and hands-on.
-For five recent cohorts of ESG applicants (2011–2015), the author has full lottery records that indicate the lotteries in which the student participated, the student’s lottery number(s), and whether the student enrolled in ESG.
-For the remaining cohorts, the author has only abbreviated lottery records consisting of two lists: (1) the list of students who enrolled in ESG, and (2) the list of students who did not enroll in ESG but opted to stay on a waitlist in case spots opened up

-To test for the academic impacts of ESG participation, the author uses academic outcomes derived from the Registrar data which include degrees granted, majors/minors, and a full record of courses taken and grades received

-DVs: Overall GPA, Major Choice

-Key IV: ESG Participation (students participated if they applied to enter a lottery and had one of the first 40 or so lottery numbers).
– Other Ivs: lotteries in which the student participated (spring only, fall only, or spring and fall), instructor’s gender,
– Controls: gender, race, international student status, first-generation college student status, financial aid application, and financial aid receipt.

Theoretical Framework:
Relevance:STEM Entrance and Majoring in STEM
Archives: K-16 STEM Abstracts