Abstract

In this study, I investigate the unintended consequences of publicly informing individuals from disadvantaged groups that their selection for a beneficial opportunity, such as an educational program, is based on their group identity. While many program providers explicitly state that eligibility is identity-based to promote equity and participation, my field experiment with 4831 university students reveals a significant decrease in program participation when this information is disclosed. These findings hold direct policy implications for effectively targeting disadvantaged groups without stigmatizing them and discouraging their take-up of beneficial opportunities.