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TAs like me : racial interactions between graduate teaching assistants and undergraduates

Author: Lester Lusher; Doug Campbell; Scott E Carrell; National Bureau of Economic Research,
Publisher: Cambridge, Mass. : National Bureau of Economic Research, 2015.
Series: Working paper series (National Bureau of Economic Research), no. 21568.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Over the past 40 years, higher education institutions in the U.S. have experienced a dramatic shift in the racial composition of students enrolled in both undergraduate and graduate programs. Using administrative data from a large, diverse university in California, we identify the extent to which the academic outcomes of undergraduates are affected by the race/ethnicity of their graduate student teaching assistants  Read more...
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Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Lester Lusher; Doug Campbell; Scott E Carrell; National Bureau of Economic Research,
OCLC Number: 921869381
Notes: "September 2015"
Description: 1 online resource (32 pages).
Series Title: Working paper series (National Bureau of Economic Research), no. 21568.
Responsibility: Lester Lusher, Doug Campbell, Scott Carrell.

Abstract:

Over the past 40 years, higher education institutions in the U.S. have experienced a dramatic shift in the racial composition of students enrolled in both undergraduate and graduate programs. Using administrative data from a large, diverse university in California, we identify the extent to which the academic outcomes of undergraduates are affected by the race/ethnicity of their graduate student teaching assistants (TAs). To overcome selection issues in course taking, we exploit the timing of TA assignments, which occur after students enroll in a course, and we estimate models with both class and student fixed effects. Results show a positive and significant increase in course grades when students are assigned TAs of a similar race/ethnicity. These effects are largest in classes where TAs are given advanced copies of exams and when exams had no multiple choice questions. We also find that assignment to similar race TAs positively affect both section and office hour attendance, suggesting that TA-student match quality and role model effects are the primary drivers of the results.

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