Does Simple Information Provision Lead to More Diverse Classrooms? Evidence from a Field Experiment on Undergraduate Economics
Does Simple Information Provision Lead to More Diverse Classrooms? Evidence from a Field Experiment on Undergraduate Economics
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简单的信息提供是否会带来更加多样化的课堂？
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
F. Lozano
中科院分区：
文献类型：
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作者：
Amanda Bayer;Syon P. Bhanot;F. Lozano
本文报道了一项涉及美国9所大学2,710名学生的实地实验的结果，其中教师为即将入学的女性和URM学生提供有关经济学的信息。我们将学生随机分配到三个条件中的一个：对照（没有电子邮件），欢迎治疗（两封电子邮件鼓励学生考虑报名参加经济学课程）和欢迎+信息治疗（增加了展示经济学研究和研究人员多样性的信息）。“欢迎+信息”待遇使大学第一学期完成经济学课程的可能性增加了3.0个百分点，接近基本比率的20%。
This paper reports the results of a field experiment involving 2,710 students across nine US colleges, in which faculty provided incoming women and URM students with information about economics. We randomly assign students to one of three conditions: a control (no email messaging), a Welcome treatment (two emails encouraging students to consider enrolling in economics courses), and a Welcome+Info treatment (which added information showcasing the diversity of research and researchers within economics). The Welcome+Info treatment increases the likelihood of completing an economics course in the first semester of college by 3.0 percentage points, nearly 20 percent of the base rate.