 Exploring an Undergraduate Learning Assistant (ULA) program’s impact on African American male student successLaTanya Brown-Robertson and Samantha Nichols International Review of Economics Education, 2023, vol. 43, issue C Abstract: This study investigates the impact a historically black institution's (HBI) Undergraduate Learning Assistant (ULA)-peer-tutoring program-effecton African American male student success. The ULA program allows upper-level college students who have successfully completed lower-level economics and accounting courses to serve as peer tutors to undergraduate students by providing in-class support and out-of-class office hours. This paper seeks to tackle the causal effects of peer tutoring on African American male students' success in quantitative base courses at a predominately HBI. The results predict that an African American male students have a higher probability of passing an economics or accounting lower-level course if a ULA is present compared to if a ULA is not present. Educators can use these findings to design better university-wide interventions and classroom-based support for students to address the African American male achievement gap, specifically in quantitative-based courses. Keywords: African American males; Persistence; Retention; Peer tutors; Classroom-based interventions; Quantitative undergraduate courses (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:43:y:2023:i:c:s1477388023000063 DOI: 10.1016/j.iree.2023.100265 Access Statistics for this article International Review of Economics Education is currently edited by Guest, Ross More articles in International Review of Economics Education from Elsevier |
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