Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/142395
Authors: 
Ellis, Jimmy R.
Gershenson, Seth
Year of Publication: 
2016
Series/Report no.: 
IZA Discussion Papers 9956
Abstract: 
Many male and first-generation college goers struggle in their first year of postsecondary education. Mentoring programs have been touted as a potential solution to help such students acclimate to college life, yet causal evidence on the impact of such programs, and the factors that influence participation in them, is scant. This study leverages a natural experiment in which peer advisors (PA) were quasi-randomly assigned to first-year university students to show that: (i) male students were significantly more likely to voluntarily meet their assigned PA when the PA was also male and (ii) these compliers were significantly more likely to persist into the second year of postsecondary schooling. We find no effect of being assigned to a same-sex PA on female students' use of the PA program, nor do we find any evidence that the PA program affected subsequent academic performance (GPAs).
Subjects: 
higher education
peer advising
mentoring
gender gap
retention
demographic mismatch
JEL: 
I21
I23
I28
Document Type: 
Working Paper

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