Inclusive Classrooms and Equitable Student Success: A Faculty Experiment
Last registered on March 05, 2020


Trial Information
General Information
Inclusive Classrooms and Equitable Student Success: A Faculty Experiment
Initial registration date
February 28, 2020
Last updated
March 05, 2020 8:39 AM EST

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Primary Investigator
Harvard Kennedy School
Other Primary Investigator(s)
PI Affiliation
Harvard University
PI Affiliation
Harvard University
PI Affiliation
Harvard University
Additional Trial Information
In development
Start date
End date
Secondary IDs
Researchers have documented racial and gender gaps in college enrollment decisions, choice of major, degree attainment, and earnings—despite narrowing gaps in test scores and course-taking in K-12 settings. Implicit racial and gender stereotypes of faculty members may affect their interactions with students and exacerbate these gaps, even without awareness or intent to harm members of underrepresented groups. Yet, there is no causal evidence on the extent to which faculty’s implicit bias contributes to these educational disparities and which types of interventions are cost-effective in mitigating any harmful effects of implicit bias on student achievement gaps.This study aims to address implicit bias of faculty members through the collaboration between psychologists and economists. First, we plan to understand the relationship between faculty’s implicit bias and gaps in student achievement, completion, and economic mobility using a newly constructed dataset with schools’ student-level and faculty-level administrative data, and faculty’s implicit association test (IAT) results. Second, we plan to implement a randomized field experiment to evaluate the effects of faculty implicit bias trainings on students' academic performance and attitudes through a semester-long pilot in spring 2020 at Portland Community College.
External Link(s)
Registration Citation
Banaji, Mahzarin et al. 2020. "Inclusive Classrooms and Equitable Student Success: A Faculty Experiment." AEA RCT Registry. March 05.
Sponsors & Partners
Experimental Details
Intervention Start Date
Intervention End Date
Primary Outcomes
Primary Outcomes (end points)
We intend to evaluate the impact of our intervention on measures of students' academic performance, attainment, attitudes, and mobility.
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
The study intends to evaluate how providing implicit bias training to higher education instructors impacts students' outcomes. We will offer---in the spring of 2020---an in-person implicit bias training to a randomly selected sample of instructors teaching courses at the Math, Reading and Writing departments at Portland Community College (PCC). The training is designed to expose faculty members to their own implicit biases and provide them with tools to adjust their automatic pattern of thinking with the ultimate goal of mitigating any biased behavior. This treatment--- implemented by psychologists---will be based on scientific evidence and previous research results and it will adopt a non-judgmental approach that focuses on the recipients’ self-interest and organizational interest. Follow up emails will be sent bi-weekly to remind instructors of training content to raise awareness about potentially biased behavior. We will then evaluate the impact of interacting with instructors exposed to training on students' outcomes.
Experimental Design Details
Not available
Randomization Method
The randomization will be done in office by a computer.
Randomization Unit
We will randomize at the individual---instructor---level. We will block randomization at the department level.
Was the treatment clustered?
Experiment Characteristics
Sample size: planned number of clusters
We will include about 300 instructors in our randomization. This number represents all instructors teaching courses at the Math, Reading and Writing departments at Portland Community College (PCC) in the Spring of 2020.
Sample size: planned number of observations
We will have information on 300 instructors (unit of randomization). We will also have information on approximately 10,500 students. Each students is enrolled, on average, in 1.8 courses at the Math, Writing and Reading Departments.
Sample size (or number of clusters) by treatment arms
We will have 150 instructors in the treatment group and 150 instructors in the control group.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB Name
Harvard University
IRB Approval Date
IRB Approval Number
Analysis Plan
Analysis Plan Documents
Analysis Plan

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Uploaded At: March 04, 2020