Tas Like Me: Racial Interactions between Graduate Teaching Assistants and Undergraduates
Tas Like Me: Racial Interactions between Graduate Teaching Assistants and Undergraduates
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像我一样的人：研究生助教和本科生之间的种族互动
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
S. Carrell
中科院分区：
文献类型：
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作者：
Lester Lusher;Douglas Campbell;S. Carrell
在过去的40年里，美国的高等教育机构经历了本科和研究生课程学生种族构成的巨大变化。从一个大型的，多样化的大学在加州的管理数据，我们确定本科生的学术成果在多大程度上受到他们的研究生助教（TA）的种族/民族。为了克服选择的问题，在课程，我们利用TA的任务，这发生在学生报名参加课程的时间，我们估计模型与类和学生的固定效果。结果显示，当学生被分配到一个类似的种族/民族的助教课程成绩的积极和显着的增长。这些影响在给助教提供考试的高级副本和考试没有多项选择题的班级中最大。我们还发现，分配到类似的种族TA积极影响节和办公时间出勤率，这表明TA学生匹配质量和榜样效应是结果的主要驱动力。
Over the past 40 years, higher education institutions in the U.S. have experienced a dramatic shift in the racial composition of students enrolled in both undergraduate and graduate programs. Using administrative data from a large, diverse university in California, we identify the extent to which the academic outcomes of undergraduates are affected by the race/ethnicity of their graduate student teaching assistants (TAs). To overcome selection issues in course taking, we exploit the timing of TA assignments, which occur after students enroll in a course, and we estimate models with both class and student fixed effects. Results show a positive and significant increase in course grades when students are assigned TAs of a similar race/ethnicity. These effects are largest in classes where TAs are given advanced copies of exams and when exams had no multiple choice questions. We also find that assignment to similar race TAs positively affect both section and office hour attendance, suggesting that TA-student match quality and role model effects are the primary drivers of the results.