Abstract
We analyze an intervention that provided information from diverse voices about breadth, opportunities, and grade distributions in economics. In 2020, the year of a global pandemic, randomized control trials delivered videos/infographics and letters to students in Michigan State University's introductory classes. We find suggestive evidence, due to large standard errors, that the video treatment differentially increases the intentions of female and underrepresented minority (URM) students to take additional courses and major in economics. The video treatment increased the probability of URM students' self-reported chances of taking another economics course by 6 percentage points, 11 percent above the baseline, relative to the control group.
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