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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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File URL: http://www.sciencedirect.com/science/article/B6VB9-50VKMFK-1/2/79cd8c69a3ce8c5c1dfc3d6a61efc2a4
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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, 2001. "Teachers, Race and Student Achievement in a Randomized Experiment," NBER Working Papers 8432, National Bureau of Economic Research, Inc.
  2. 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.
  3. 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.
  4. Thomas S. Dee, 2005. "Teachers and the Gender Gaps in Student Achievement," NBER Working Papers 11660, National Bureau of Economic Research, Inc.
  5. 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.
  6. 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).
  7. 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.
  8. 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.
  9. Kevin N. Rask & Elizabeth M. Bailey, 2002. "Are Faculty Role Models? Evidence from Major Choice in an Undergraduate Institution," Journal of Economic Education, Taylor and Francis Journals, vol. 33(2), pages 99-124, January.
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Cited by:
  1. 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.
  2. van Ewijk, Reyn, 2011. "Same work, lower grade? Student ethnicity and teachers' subjective assessments," Economics of Education Review, Elsevier, vol. 30(5), pages 1045-1058, October.

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