TAs Like Me: Racial Interactions between Graduate Teaching Assistants and Undergraduates / Lester Lusher, Doug Campbell, Scott Carrell.

Format:

Book

Author/Creator:

Lusher, Lester.

Contributor:

National Bureau of Economic Research.

Campbell, Doug.

Carrell, Scott.

Series:

Working Paper Series (National Bureau of Economic Research) no. w21568.

NBER working paper series no. w21568

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Other Title:

TAs Like Me

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2015.

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 (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.

Notes:

Print version record

September 2015.