Minority student and teaching assistant interactions in STEM

Daniel Oliver, Robert Fairlie, Glenn Millhauser and Randa Roland

Economics of Education Review, 2021, vol. 83, issue C

Abstract: Graduate student teaching assistants from underrepresented groups may provide salient role models and enhanced instruction to minority students in STEM fields. We explore minority student-TA interactions in an important course in the sciences and STEM – introductory chemistry labs – at a large public university. The uncommon assignment method of students to TA instructors in these chemistry labs overcomes selection problems, and the small and active learning classroom setting with required attendance provides frequent interactions with the TA. We find evidence that underrepresented minority students are less likely to drop courses and are more likely to pass courses when assigned to minority TAs, but we do not find evidence of effects for grades and medium-term outcomes. The effects for the first-order outcomes are large with a decrease in the drop rate by 5.5 percentage points on a base of 6 percent, and an increase in the pass rate of 4.8 percentage points on a base of 93.6 percent. The findings are similar when we focus on Latinx student - Latinx TA interactions. The findings are robust to first-time vs. multiple enrollments in labs, specifications with different levels of fixed effects, limited choice of TA race, limited information of TAs, and low registration priority students. The findings have implications for debates over increasing diversity among PhD students in STEM fields because of spillovers to minority undergraduates.

Keywords: Minority students; Achievement gap; STEM; Role models; Diversity; Latinx students (search for similar items in EconPapers)
JEL-codes: I23 I24 J15 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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Working Paper: Minority student and teaching assistant interactions in STEM (2021)
Working Paper: Minority Student and Teaching Assistant Interactions in STEM (2021)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:83:y:2021:i:c:s0272775721000443

DOI: 10.1016/j.econedurev.2021.102125

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