Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/299897 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 16969
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
We develop a multi-agent model of the education production function where investments of students, parents, and teachers are linked to the presence of minorities in the classroom. We then test the key implications of this model using rich survey data and a mandate to randomly assign students to classrooms. Consistent with our model, we show that exposure to minority peers decreases student effort, parental investments, and teacher engagement and it results in lower student test scores. Observables correlated with minority status explain less than a third of the reduced-form test score effect while over a third can be descriptively attributed to endogenous responses of the agents.
Schlagwörter: 
minorities
indigenous students
peer effects
student effort
parental investments
teachers
JEL: 
I23
I26
D13
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
1.91 MB





Publikationen in EconStor sind urheberrechtlich geschützt.