Does Simple Information Provision Lead to More Diverse Classrooms? Evidence from a Field Experiment on Undergraduate Economics

Amanda Bayer · Syon P. Bhanot · Fernando A. Lozano

49 citations0/0 files storedAEA Papers and Proceedings

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Career Development and Diversity Higher Education Research Studies Experimental Behavioral Economics Studies

Abstract

This paper reports the results of a field experiment involving 2,710 students across nine US colleges, in which faculty provided incoming women and URM students with information about economics. We randomly assign students to one of three conditions: a control (no email messaging), a Welcome treatment (two emails encouraging students to consider enrolling in economics courses), and a Welcome+Info treatment (which added information showcasing the diversity of research and researchers within economics). The Welcome+Info treatment increases the likelihood of completing an economics course in the first semester of college by 3.0 percentage points, nearly 20 percent of the base rate.

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2016Diversity in the Economics Profession: A New Attack on an Old Problem 2020Gender Differences in the Choice of Major: The Importance of Female Role Models 2018What Can UWE Do for Economics?2018Representations of Men and Women in Introductory Economics Textbooks

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2020Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey 2020Diagnosing the Learning Environment for Diverse Students in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets 2021Promoting Female Interest in Economics: Limits to Nudges 2023College major choice and beliefs about relative performance: An experimental intervention to understand gender gaps in STEM 2021Can Positive Feedback Encourage Female and Minority Undergraduates into Economics?2021Best Practices for Economists: Building a More Diverse, Inclusive, and Productive Profession

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