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CLASSROOM DIVERSITY AND ACADEMIC OUTCOMES
Author(s) -
Dills Angela K.
Publication year - 2018
Publication title -
economic inquiry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.823
H-Index - 72
eISSN - 1465-7295
pISSN - 0095-2583
DOI - 10.1111/ecin.12481
Subject(s) - uncorrelated , diversity (politics) , ethnic group , affect (linguistics) , white (mutation) , race (biology) , variety (cybernetics) , psychology , academic achievement , mathematics education , social psychology , racial differences , mathematics , statistics , sociology , gender studies , biochemistry , chemistry , communication , anthropology , gene
This paper tests how the race and ethnicity of one's college classmates affect academic performance. Incoming students at a Catholic college are assigned to their first semester, team‐taught, required course. Statistical tests support that this assignment is uncorrelated with a variety of student characteristics. Controlling for team fixed effects and student characteristics, I find evidence of racial peer effects that differ for white students and students of color. White students earn higher grades in classes with more students of color. Students of color with more nonwhite classmates earn lower grades; these effects occur exclusively among those with lower SAT scores. ( JEL I21, I28)