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ECIN Replication Package for "A Simple Nudge Increases Socioeconomic Diversity in Undergraduate Economics"

Name: ECIN Replication Package for "A Simple Nudge Increases Socioeconomic Diversity in Undergraduate Economics"
Published: 2023-06-19
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Todd Pugatch, Oregon State University; Elizabeth Schroeder, Oregon State University

Version: View help for Version V2

Version Title: View help for Version Title June 2023 (funding source added)

Name	File Type	Size	Last Modified
econmajorrct_f18_randomize2.do	text/plain	8.6 KB	06/12/2023 09:27:AM
econmajorrct_s19_abtreatmerge1.do	text/plain	2.7 KB	12/20/2018 12:57:AM
econmajorrct_s19_randomize1.do	text/plain	5 KB	05/11/2020 01:18:PM
econmajorrct_s19_randomize2.do	text/plain	9.2 KB	05/15/2019 01:28:PM
econmajorrct_w19_randomize1.do	text/plain	5 KB	08/05/2019 08:17:AM
econmajorrct_w19_randomize2.do	text/plain	8.6 KB	02/24/2019 02:44:AM
econrct_ay1819_merge1.do	text/plain	12.7 KB	04/02/2019 11:06:AM
econrct_baseline_ay2018-2019.pdf	application/pdf	274.5 KB	09/23/2021 01:58:PM
econrct_endline_ay2018-2019.pdf	application/pdf	207.2 KB	08/20/2019 01:41:PM
pugatchschroeder_nudge_ses_economicinquiry README.pdf	application/pdf	295 KB	08/20/2019 01:42:PM

Project Citation:

Pugatch, Todd, and Schroeder, Elizabeth. ECIN Replication Package for “A Simple Nudge Increases Socioeconomic Diversity in Undergraduate Economics.” Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-06-19. https://doi.org/10.3886/E192268V2

Project Description

Summary: We assess whether a light-touch intervention can increase socioeconomic and racial diversity in undergraduate Economics. We randomly assigned over 2,200 students a message with basic information about the Economics major; the basic message combined with an emphasis on the rewarding careers or financial returns associated with the major; or no message. Messages increased the proportion of first generation students majoring in Economics by five percentage points. This effect size was sufficient to reverse the gap in Economics majors for first generation students. Suggestive evidence indicates the effects may be driven by first generation students who were not also underrepresented minorities.

Funding Sources: Oregon State University (FY19 Learning Innovation Grant)

Scope of Project

Subject Terms: college major choice ; diversity in Economics; higher education; nudges; randomized control trial

JEL Classification:
      A22 Economic Education and Teaching of Economics: Undergraduate
      I21 Analysis of Education
      I23 Higher Education; Research Institutions

Manuscript Number: ECIN-Feb-2023-0074

Geographic Coverage: Oregon, USA

Time Period(s): 9/16/2018 – 6/15/2019 (Academic Year 2018-2019)

Collection Date(s): 9/16/2018 – 6/15/2019 (Academic Year 2018-2019)

Universe: Oregon State University students enrolled in Economics Principles courses on Corvallis campus

Data Type(s): administrative records data; survey data

Methodology

Response Rate: 100% (no attrition from administrative data)

Sampling: all students in eligible classes who consented to participate in study

Data Source: Oregon State University Office of the Registrar

Collection Mode(s): record abstracts; web-based survey

Unit(s) of Observation: student

Related Publications

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Published Versions

V3 [2023-07-13]

V2 [2023-06-19]

V1 [2023-06-19]

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