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The effect of randomly assigned advisor’s department on student outcomes

Aaron Albert

Economics of Education Review, 2021, vol. 84, issue C

Abstract: Mentors have the potential to influence important academic and career outcomes. I examine the impact of one type of mentor – academic advisors – on student outcomes at the United States Air Force Academy. Exploiting the random assignment of advisors to first-year students, I find that these mentors influence students in different ways. Male and nonwhite students earn higher grades in courses in their advisors’ academic department, providing evidence that they are more likely to study and/or seek extra help because of their advisor. Advisor’s department is not associated with improved grades for female students; however, they are more likely to declare a major in their advisor’s department. I believe this provides unique evidence on the influence of academic advisors at academic institutions.

Keywords: College; Advising; Student outcomes; Gender (search for similar items in EconPapers)
JEL-codes: I21 I23 J16 (search for similar items in EconPapers)
Date: 2021
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DOI: 10.1016/j.econedurev.2021.102167

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