Ten years of administrative data from a diverse, private, top-100 law school are used to examine the ways in which female and nonwhite students benefit from exposure to demographically similar faculty in first-year, required law courses. Arguably, causal impacts of exposure to same-sex and same-race instructors on course-specific outcomes such as course grades are identified by leveraging quasi-random classroom assignments and a two-way (student and classroom) fixed effects strategy. Having an other-sex instructor reduces the likelihood of receiving a good grade (A or A–) by 1 percentage point (3 percent) and having an other-race instructor reduces the likelihood of receiving a good grade by 3 percentage points (10 percent). The effects of student–instructor demographic mismatch are particularly salient for nonwhite and female students. These results provide novel evidence of the pervasiveness of demographic-match effects and of the graduate school education production function.

中文翻译：

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精英专业学校环境中人口不匹配的影响

来自多样化的，私立的，排名前100位的法学院的十年行政数据用于研究女性和非白人学生在第一年必修的法学课程中接触人口统计学相似的教职员工的方式。可以说，通过利用准随机课堂作业和双向（学生和课堂）固定效果策略，可以确定接触同性和同种族教练对课程特定成绩（例如课程成绩）的因果影响。拥有其他性别的教练将获得良好成绩（A或A–）的可能性降低1个百分点（3％），而具有其他种族的教练将获得良好成绩的可能性降低3个百分点（10％） ）。对于非白人和女学生，学生与教师的人口统计失配的影响尤为突出。