We present evidence on the role of the social environment for the development of gender differences in competitiveness and earnings expectations.
We document individual willingness to fight climate change and its behavioral determinants in a large representative sample of US adults. Willingness to fight climate change - as measured through an incentivized donation decision - is highly heterogeneous across the population.
We study response behavior in surveys and show how the explanatory power of self-reports can be improved. First, we develop a choice model of survey response behavior under the assumption that the respondent has imperfect self-knowledge about her individual characteristics.
We document economists' opinions about what is worth knowing and ask (i) which research objectives economic research should embrace and (ii) which topics it should study. Almost 10,000 economic researchers from all fields and ranks of the profession participated in our global survey.
We investigate an Educational Attainment Polygenic Score (EA PGS), an index that predicts years of formal education based on genetic data. In our analysis of the National Longitudinal Study of Adolescent to Adult Health we find that the EA PGS affects a number of health-related outcomes.
Reporting private information is a key part of economic decision making. A recent literature has found that many people have a preference for honest reporting, contrary to usual economic assumptions.
This paper studies whether sibling gender affects personality traits. We use the idea that if parents decide to have a second child, it is random whether they will have a boy or a girl.
We provide simple tests for selection on unobserved variables in the Vytlacil-Imbens-Angrist framework for Local Average Treatment Effects (LATEs).
Inequality of opportunity strikes when two children with the same academic performance are sent to different quality schools because their parents differ in socio-economic status.
Using uniquely detailed data on primary school children, we show that teachers who hold prejudicial attitudes towards an ethnic group create socially segregated classrooms.