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The effect of instructor race and gender on student persistence in STEM fields

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Author Info

  • Price, Joshua

Abstract

The objective of this study is to determine if minority and female students are more likely to persist in a science, technology, engineering, and math (STEM) major when they enroll in classes taught by instructors of their own race or gender. Using data from public 4-year universities in the state of Ohio, I analyze first semester STEM courses to see if the race or gender of the instructor effects persistence of initial STEM majors in a STEM field after the first semester and first year. Results indicate that black students are more likely to persist in a STEM major if they have a STEM course taught by a black instructor. Similar to previous findings, female students are less likely to persist when more of their STEM courses are taught by female instructors.

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Bibliographic Info

Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 29 (2010)
Issue (Month): 6 (December)
Pages: 901-910

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Handle: RePEc:eee:ecoedu:v:29:y:2010:i:6:p:901-910

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Web page: http://www.elsevier.com/locate/econedurev

Related research

Keywords: Human capital Educational economics;

References

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  1. Thomas S. Dee, 2004. "Teachers, Race, and Student Achievement in a Randomized Experiment," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 195-210, February.
  2. Donna S. Rothstein, 1995. "Do female faculty influence female students' educational and labor market attainments?," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 515-530, April.
  3. Kristin Klopfenstein, 2005. "Beyond Test Scores: The Impact Of Black Teacher Role Models On Rigorous Math Taking," Contemporary Economic Policy, Western Economic Association International, vol. 23(3), pages 416-428, 07.
  4. Eric Bettinger, 2010. "To Be or Not to Be: Major Choices in Budding Scientists," NBER Chapters, in: American Universities in a Global Market, pages 69-98 National Bureau of Economic Research, Inc.
  5. Ehrenberg, Ronald G. & Brewer, Dominic J., 1995. "Did teachers' verbal ability and race matter in the 1960s? Coleman revisited," Economics of Education Review, Elsevier, vol. 14(1), pages 1-21, March.
  6. Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, vol. 95(2), pages 158-165, May.
  7. Scott E. Carrell & Marianne E. Page & James E. West, 2009. "Sex and Science: How Professor Gender Perpetuates the Gender Gap," NBER Working Papers 14959, National Bureau of Economic Research, Inc.
  8. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
  9. Florian Hoffmann & Philip Oreopoulos, 2009. "A Professor Like Me: The Influence of Instructor Gender on College Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 44(2).
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Citations

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Cited by:
  1. Ehrenberg, Ronald G. & Jakubson, George H. & Martin, Mirinda L. & Main, Joyce B. & Eisenberg, Thomas, 2012. "Diversifying the faculty across gender lines: Do trustees and administrators matter?," Economics of Education Review, Elsevier, vol. 31(1), pages 9-18.
  2. Webber, Douglas A., 2012. "Expenditures and postsecondary graduation: An investigation using individual-level data from the state of Ohio," Economics of Education Review, Elsevier, vol. 31(5), pages 615-618.
  3. Ewijk, R. van, . "Same work, lower grade? Student ethnicity and teachers' subjective assessments," Working Papers 21, Top Institute for Evidence Based Education Research.
  4. Alon, Sigal & Malamud, Ofer, 2014. "The impact of Israel's class-based affirmative action policy on admission and academic outcomes," Economics of Education Review, Elsevier, vol. 40(C), pages 123-139.
  5. Wiswall, Matthew & Stiefel, Leanna & Schwartz, Amy Ellen & Boccardo, Jessica, 2014. "Does attending a STEM high school improve student performance? Evidence from New York City," Economics of Education Review, Elsevier, vol. 40(C), pages 93-105.
  6. Joshua Congdon-Hohman & Anil Nathan & Justin Svec, 2013. "Student Uncertainty and Major Choice," Working Papers 1301, College of the Holy Cross, Department of Economics.
  7. Ehrenberg, Ronald G., 2010. "Analyzing the factors that influence persistence rates in STEM field, majors: Introduction to the symposium," Economics of Education Review, Elsevier, vol. 29(6), pages 888-891, December.
  8. Winters, John V., 2013. "STEM Graduates, Human Capital Externalities, and Wages in the U.S," IZA Discussion Papers 7830, Institute for the Study of Labor (IZA).

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