Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/125548 
Erscheinungsjahr: 
2014
Schriftenreihe/Nr.: 
Working Paper No. 720
Verlag: 
University of California, Economics Department, Santa Cruz, CA
Zusammenfassung: 
Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer term outcomes such as subsequent course selection, retention, and degree completion.
Schlagwörter: 
minority
college
community college
affirmative action
diversity
Dokumentart: 
Working Paper

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