Integrating Minorities in the Classroom: The Role of Students, Parents, and Teachers

Alexandra de Gendre, Krzysztof Karbownik, Nicolas Salamanca and Yves Zenou ()
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Yves Zenou: Monash University

No 16969, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: We develop a multi-agent model of the education production function where investments of students, parents, and teachers are linked to the presence of minorities in the classroom. We then test the key implications of this model using rich survey data and a mandate to randomly assign students to classrooms. Consistent with our model, we show that exposure to minority peers decreases student effort, parental investments, and teacher engagement and it results in lower student test scores. Observables correlated with minority status explain less than a third of the reduced-form test score effect while over a third can be descriptively attributed to endogenous responses of the agents.

Keywords: minorities; indigenous students; peer effects; student effort; parental investments; teachers (search for similar items in EconPapers)
JEL-codes: D13 I23 I26 (search for similar items in EconPapers)
Pages: 74 pages
Date: 2024-04
New Economics Papers: this item is included in nep-edu and nep-ure
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https://docs.iza.org/dp16969.pdf (application/pdf)

Related works:
Working Paper: Integrating Minorities in the Classroom: The Role of Students, Parents, and Teachers (2024)
Working Paper: Integrating Minorities in the Classroom: The Role of Students, Parents, and Teachers (2024)
Working Paper: Integrating Minorities in the Classroom: The Role of Students, Parents, and Teachers (2024)
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