My Professor Cares: Experimental Evidence on the Role of Faculty Engagement
通过实验研究教师特定行为对历史上弱势群体大学生的影响，发现干预能提升学生对教授的看法、课程成绩、大学持续就读率、学分积累和学位完成。
We provide experimental evidence on the impact of specific faculty behaviors aimed at increasing student success for college students from historically underrepresented groups. The intervention was developed after conducting in-person focus groups and a pilot experiment. We find significant positive treatment effects across a multitude of short- and longer-run outcomes. Specifically, underrep-resented students in the treatment report more positive perceptions of the professor and earned higher course grades. These positive effects persisted over the next several years, with students in the treatment more likely to persist in college, resulting in increased credit accumulation and degree completion.