Working Papers

U.S.-born Mexican Americans suffer a large schooling deficit relative to other Americans, and standard data sources suggest that this deficit does not shrink between the 2nd and later generations.

This paper explores inequalities in IQ and economic preferences between children from high and low socio-economic status (SES) families. We document that children from high SES families are more intelligent, patient and altruistic, as well as less risk-seeking.

We use the high IQ Terman sample to estimate relationships between education, socioemotional skills, and health-related outcomes that include health behaviors, lifestyles, and health measures across the lifecycle.

In the 1960s at Stanford University’s Bing Preschool, children were given the option of taking an immediate, smaller reward or receiving a delayed, larger reward by waiting until the experimenter returned.

We study the effect of elementary school teachers' beliefs about gender roles on student achievement. We exploit a natural experiment where teachers are prevented from self-selecting into schools, and conditional on school, students are allocated to teachers randomly.

This paper studies the causal effect of status differences on moral disengagement and violence. To measure violent behavior, in the experiment, a subject can inflict a painful electric shock on another subject in return for money.

We show that optimistic beliefs regarding the role of effort in success, while leading to success, diminish the individual’s sympathy toward the unsuccessful. We generate random variation in the degree of optimism about the productivity of effort via an effective educational intervention.

Numerous signaling models in economics assume image concerns. These take two forms, as relating either to social image or self-image. While empirical work has identified the behavioral importance of the former, less is known about the role of enhanced self-image concerns.

The educational attainment of young women now exceeds that of young men in most of the developed world, and women account for about 60% of new four-year college graduates in the United States.