Using administrative and survey data, we diagnose the learning environment in an introductory economics course. Relative to men from overrepresented groups, women and underrepresented minority students finish the course reporting significantly lower measures of relevance, belonging, and growth mindsets, factors related to college success. For example, they are less likely to agree that their professor used relatable examples, more likely to report feeling different than the typical economics major, and less likely to report believing they could learn the material. We also describe a new, low-cost initiative expanding the role of undergraduate teaching assistants to promote a more inclusive environment
