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The effect of randomly assigned advisor’s department on student outcomes

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  • Albert, Aaron

Abstract

Mentors have the potential to influence important academic and career outcomes. I examine the impact of one type of mentor – academic advisors – on student outcomes at the United States Air Force Academy. Exploiting the random assignment of advisors to first-year students, I find that these mentors influence students in different ways. Male and nonwhite students earn higher grades in courses in their advisors’ academic department, providing evidence that they are more likely to study and/or seek extra help because of their advisor. Advisor’s department is not associated with improved grades for female students; however, they are more likely to declare a major in their advisor’s department. I believe this provides unique evidence on the influence of academic advisors at academic institutions.

Suggested Citation

  • Albert, Aaron, 2021. "The effect of randomly assigned advisor’s department on student outcomes," Economics of Education Review, Elsevier, vol. 84(C).
    • Handle: RePEc:eee:ecoedu:v:84:y:2021:i:c:s0272775721000856
    DOI: 10.1016/j.econedurev.2021.102167
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    References listed on IDEAS

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    More about this item

    Keywords

    College; Advising; Student outcomes; Gender;
    All these keywords.

    JEL classification:

    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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