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

Pre-Trial

Trial Information
General Information
Title
Inclusive Classrooms and Equitable Student Success: A Faculty Experiment
RCT ID
AEARCTR-0005505
Initial registration date
February 28, 2020
Last updated
March 05, 2020 8:39 AM EST
Location(s)

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Primary Investigator
Affiliation
Harvard Kennedy School
Other Primary Investigator(s)
PI Affiliation
Harvard University
PI Affiliation
Harvard University
PI Affiliation
Harvard University
Additional Trial Information
Status
In development
Start date
2020-03-16
End date
2020-06-30
Secondary IDs
Abstract
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
Citation
Banaji, Mahzarin et al. 2020. "Inclusive Classrooms and Equitable Student Success: A Faculty Experiment." AEA RCT Registry. March 05. https://doi.org/10.1257/rct.5505-1.2000000000000002.
Sponsors & Partners
Sponsor(s)
Experimental Details
Interventions
Intervention(s)
Intervention Start Date
2020-03-16
Intervention End Date
2020-06-30
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?
No
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
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Harvard University
IRB Approval Date
2020-02-21
IRB Approval Number
IRB20-0021
Analysis Plan
Analysis Plan Documents
Analysis Plan

MD5: 5389556c37db576d1c59bc83a16d151c

SHA1: 2c29b61924d7ed15413e1ac3cf3ec6fa1ffde936

Uploaded At: March 04, 2020