Opportunity cost
What’s in a (school) name? Racial discrimination in higher education bond markets
Casey Dougal et al.
Journal of Financial Economics, forthcoming
Abstract:
Historically black colleges and universities (HBCUs) pay higher underwriting fees to issue tax-exempt bonds, compared with similar non-HBCUs, apparently reflecting higher costs of finding willing buyers. The effect is three times larger in the Deep South, where racial animus remains the most severe. Credit quality plays little role. For example, identical differences are observed between HBCU and non-HBCUs with AAA ratings or when insured by the same company, even before the 2007-2009 financial crisis. HBCU-issued bonds are also more expensive to trade in secondary markets and, when they do, sit in dealer inventory longer.
Girls, Boys, and High Achievers
Angela Cools, Raquel Fernández & Eleonora Patacchini
NBER Working Paper, April 2019
Abstract:
This paper studies the effect of exposure to female and male “high-achievers” in high school on the long-run educational outcomes of their peers. Using data from a recent cohort of students in the United States, we identify a causal effect by exploiting quasi-random variation in the exposure of students to peers with highly educated parents across cohorts within a school. We find that greater exposure to “high-achieving” boys, as proxied by their parents' education, decreases the likelihood that girls go on to complete a bachelor's degree, substituting the latter with junior college degrees. It also affects negatively their math and science grades and, in the long term, decreases labor force participation and increases fertility. We explore possible mechanisms and find that greater exposure leads to lower self-confidence and aspirations and to more risky behavior (including having a child before age 18). The girls most strongly affected are those in the bottom half of the ability distribution (as measured by the Peabody Picture Vocabulary Test), those with at least one college-educated parent, and those attending a school in the upper half of the socioeconomic distribution. The effects are quantitatively important: an increase of one standard deviation in the percent of “high-achieving” boys decreases the probability of obtaining a bachelor's degree from 2.2-4.5 percentage points, depending on the group. Greater exposure to “high-achieving” girls, on the other hand, increases bachelor's degree attainment for girls in the lower half of the ability distribution, those without a college-educated parent, and those attending a school in the upper half of the socio-economic distribution. The effect of “high-achievers” on male outcomes is markedly different: boys are unaffected by “high-achievers” of either gender.
The Femme Fatale Effect: Attractiveness is a Liability for Businesswomen’s Perceived Truthfulness, Trust, and Deservingness of Termination
Leah Sheppard & Stefanie Johnson
Sex Roles, forthcoming
Abstract:
In what we label the “femme fatale” effect, we proposed and found support for the notion that attractive businesswomen are judged as being less truthful than less attractive women for reasons rooted in sexual insecurity. In Study 1 (n = 198; U.S. participants), attractiveness predicted less perceived truthfulness for female, but not male, leaders delivering negative organizational news. Next, we revealed limitations of the lack-of-fit explanation; this effect persisted when the attractive woman was in a feminine role in Study 2 (n = 155; U.S. participants), in a feminine industry in Study 3 (n = 286; U.S. participants), and delivering positive rather than negative news in Study 4 (n = 148; U.S. participants). In Study 5 (n = 209; U.S. participants), the effect was eliminated when participants were primed to feel sexually secure, but maintained among those primed to feel generally secure, and truthfulness predicted trust in the target’s leadership. In Study 6 (n = 206; U.S. participants), we again eliminated the femme fatale effect by priming sexual security and extended our findings by demonstrating that perceptions of truthfulness predicted perceived deservingness of termination.
Brilliant or Bad: The Gendered Social Construction of Exceptionalism in Early Adolescence
Michela Musto
American Sociological Review, forthcoming
Abstract:
From kindergarten through college, students perceive boys as more intelligent than girls, yet few sociological studies have identified how school processes shape students’ gender status beliefs. Drawing on 2.5 years of longitudinal ethnography and 196 interviews conducted at a racially diverse, public middle school in Los Angeles, this article demonstrates how educators’ differential regulation of boys’ rule-breaking by course level contributed to gender-based differences in students’ perceptions of intelligence. In higher-level courses — where affluent, White, and Asian American students were overrepresented — educators tolerated 6th-grade boys’ rule-breaking, such that boys challenged girls’ opinions and monopolized classroom conversations. By 8th grade, students perceived higher-level boys as more exceptionally intelligent than girls. However, in lower-level courses — where non-affluent Latinx students were overrepresented — educators penalized 6th-grade boys’ rule-breaking, such that boys disengaged from classroom conversations. By 8th grade, lower-level students perceived girls as smarter than boys, but not exceptional. This article also demonstrates how race intersected with gender when shaping students’ perceptions of intelligence, with students associating the most superlatives with affluent White boys’ capabilities. Through this analysis, I develop a new theoretical understanding of how school processes contribute to the gendered social construction of exceptionalism and reproduce social inequalities in early adolescence.
Is Blinded Review Enough? How Gendered Outcomes Arise Even Under Anonymous Evaluation
Julian Kolev, Yuly Fuentes-Medel & Fiona Murray
NBER Working Paper, April 2019
Abstract:
For organizations focused on scientific research and innovation, workforce diversity is a key driver of success. Blinded review is an increasingly popular approach to reducing bias and increasing diversity in the selection of people and projects, yet its effectiveness is not fully understood. We explore the impact of blinded review on gender inclusion in a unique setting: innovative research grant proposals submitted to the Gates Foundation from 2008-2017. Despite blinded review, female applicants receive significantly lower scores, which cannot be explained by reviewer characteristics, proposal topics, or ex-ante measures of applicant quality. By contrast, the gender score gap is no longer significant after controlling for text-based measures of proposals’ titles and descriptions. Specifically, we find strong gender differences in the usage of broad and narrow words, suggesting that differing communication styles are a key driver of the gender score gap. Importantly, the text-based measures that predict higher reviewer scores do not also predict higher ex-post innovative performance. Instead, female applicants exhibit a greater response in follow-on scientific output after an accepted proposal, relative to male applicants. Our results reveal that gender differences in writing and communication are a significant contributor to gender disparities in the evaluation of science and innovation.
Networking Frictions in Venture Capital, and the Gender Gap in Entrepreneurship
Sabrina Howell & Ramana Nanda
Harvard Working Paper, April 2019
Abstract:
Exploiting random assignment of judges to panels at Harvard Business School’s New Venture Competition (NVC) between 2000 and 2015, we find that exposure to more venture capitalist (VC) judges increases male participants’ chances of starting a VC-backed startup after HBS much more than this exposure increases female participants’ chances. A survey suggests this is in part because male participants more often proactively reach out to VC judges after the NVC. Our results suggest that networking frictions are an important reason men benefit more than women from exposure to VCs. Such frictions can help explain part of the gender gap in entrepreneurship, and also have implications for how to design networking opportunities to facilitate financing of the best (rather than just the best networked) ideas.
Family Comes First: Reproductive Rights and the Gender Gap in Entrepreneurship
Jordan Bulka & Jonathan Zandberg
Boston College Working Paper, March 2019
Abstract:
The gender gap in entrepreneurship is a well-documented puzzle. It refers to the persistent gap between the number of male and female entrepreneurs. We analyze four different data sets that cover six different decades and find strong evidence that better access to reproductive health care increases a woman's propensity to become an entrepreneur. First, we document that access to reproductive health care correlates positively with female entrepreneurial activity. This correlation is driven by women who own large firms, and by women in the middle tercile of wealth. In addition, we find that access to reproductive health care is negatively correlated with the age of female entrepreneurs, suggesting that women with better control over their reproduction can become entrepreneurs at a younger age. For empirical identification, we exploit the 1973 Roe v. Wade Supreme Court ruling and the staggered enactment of state-level Targeted Regulation of Abortion Providers (TRAP) Laws and show that better access to reproductive health services causes higher levels of female entrepreneurship. None of the empirical results hold when tested on men, women above 40, or when examining other placebo professions. Our results suggest that changes in policies securing better reproductive rights can help close this gender gap and empower women who seek to become entrepreneurs.
Gender Gap under Pressure: Evidence from China's National College Entrance Examination
Xiqian Cai et al.
Review of Economics and Statistics, May 2019, Pages 249-263
Abstract:
We examine gender differences in the response to competitive pressure using data from the most competitive entrance exam — China's Gaokao. Compared to male students, females underperform on the competitive and high-stakes Gaokao, relative to their performance on the low-stakes mock examination. Moreover, women's performance suffers more than men's in response to negative performance shocks in an earlier exam on the same day. These effects are more pronounced for subgroups of students where the stakes matter more. Overall, these findings appear to be best explained by women's lower tolerance for pressure and weaker incentives to do well in high-stakes settings.
Do Women Give Up Competing More Easily? Evidence from the Lab and the Dutch Math Olympiad
Thomas Buser & Huaiping Yuan
American Economic Journal: Applied Economics, forthcoming
Abstract:
We use lab experiments and field data from the Dutch Math Olympiad to show that women are more likely than men to stop competing if they lose. In a math competition in the lab, women are much less likely than men to choose competition again after losing in the first round. In the Math Olympiad, girls, but not boys, who fail to make the second round are less likely to compete again one year later. This gender difference in the reaction to competition outcomes may help to explain why fewer women make it to the top in business and academia.
The Penalties for Self-Reporting Sexual Harassment
Chloe Grace Hart
Gender & Society, forthcoming
Abstract:
Although sexual harassment in the workplace is illegal, it often goes unreported. This study employs causal evidence to evaluate one deterrent to reporting: bias against women known to be sexual harassment targets. I theorize about the form this bias takes and test the argument with a national survey experiment run in five waves from October 2017 to February 2018, where participants were asked to propose employment outcomes for an employee with one of four harassment experiences. Participants were less likely to recommend a woman for promotion if she self-reported sexual harassment relative to otherwise identical women who experienced nonsexual harassment or whose sexual harassment was reported by a coworker. The woman who self-reported sexual harassment experienced normative discrimination: that is, the promotion bias was significantly mediated by perceptions that she was less moral, warm, and socially skilled than the woman whose coworker reported her sexual harassment. These results indicate that women may hesitate to report sexual harassment because they rightly perceive that doing so could cause them to experience bias. Yet they also suggest that bias can be avoided if a bystander reports the harassment. Finally, exploratory analyses suggest that in the wake of #MeToo this bias may be fading.
Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation
Kathryn Everhart Chaffee et al.
Group Processes & Intergroup Relations, forthcoming
Abstract:
Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender ideologies. Past research has linked endorsement of traditional gender ideologies to gender-stereotypical occupational choices, and threats to masculinity can lead men to distance themselves from femininity. After confirming that 1,672 undergraduates stereotyped language learning as feminine, we applied a masculinity threat manipulation to investigate 182 men’s disinterest in studying foreign languages, a female-dominated university subject. Men with traditional masculinity ideologies reported less interest in foreign language study and less positive attitudes towards foreign languages following masculinity threat, compared to men whose masculinity was affirmed or who held less traditional masculinity beliefs. Traditional masculine gender roles may lead some men to avoid feminine-typed domains, such as foreign language learning.
Algorithmic Bias? An Empirical Study of Apparent Gender-Based Discrimination in the Display of STEM Career Ads
Anja Lambrecht & Catherine Tucker
Management Science, forthcoming
Abstract:
We explore data from a field test of how an algorithm delivered ads promoting job opportunities in the science, technology, engineering and math fields. This ad was explicitly intended to be gender neutral in its delivery. Empirically, however, fewer women saw the ad than men. This happened because younger women are a prized demographic and are more expensive to show ads to. An algorithm that simply optimizes cost-effectiveness in ad delivery will deliver ads that were intended to be gender neutral in an apparently discriminatory way, because of crowding out. We show that this empirical regularity extends to other major digital platforms.
School Segregation and Racial Gaps in Special Education Identification
Todd Elder et al.
NBER Working Paper, May 2019
Abstract:
We use linked birth and education records from Florida to investigate how the identification of childhood disabilities varies by race and school racial composition. Using a series of decompositions, we find that black and Hispanic students are identified with disabilities at lower rates than are observationally similar white students. Black students are over-identified in schools with relatively small shares of minorities and substantially under-identified in schools with large minority shares. We find similar gradients among Hispanic students but opposite patterns among white students. We provide suggestive evidence that these findings are unlikely to stem from differential resource allocations, economic characteristics of students, or achievement differences. Instead, we argue that the results are consistent with a heightened awareness among school officials of disabilities in students who are racially and ethnically distinct from the majority race in the school.
Overlooked Leadership Potential: The Preference for Leadership Potential in Job Candidates Who Are Men vs. Women
Abigail Player et al.
Frontiers in Psychology, April 2019
Abstract:
Two experiments tested the value people attach to the leadership potential and leadership performance of female and male candidates for leadership positions in an organizational hiring simulation. In both experiments, participants (Total N = 297) valued leadership potential more highly than leadership performance, but only for male candidates. By contrast, female candidates were preferred when they demonstrated leadership performance over leadership potential. The findings reveal an overlooked potential effect that exclusively benefits men and hinders women who pursue leadership positions that require leadership potential. Implications for the representation of women in leadership positions and directions for future research are discussed.
Hours Constraints, Occupational Choice, and Gender: Evidence from Medical Residents
Melanie Wasserman
University of California Working Paper, March 2019
Abstract:
Do the long work hours required by many high-paying professions inhibit the entry of women? I investigate this question by studying a 2003 policy that capped the average workweek for medical residents at 80 hours. Using data on the universe of U.S. medical school graduates, I find that when a specialty reduces its weekly hours, more women enter the specialty, whereas there is little change in men’s entry. I provide some evidence that the reform increases a specialty’s female fertility rate, implying that women’s career paths diverge from men’s in part because long work hours differentially constrain female fertility timing.
Children lose confidence in their potential to “be scientists”, but not in their capacity to “do science”
Ryan Lei et al.
Developmental Science, forthcoming
Abstract:
Over the course of middle childhood, children's interest and beliefs about their own capacities for success in science often decline. This pernicious decline is especially evident among underrepresented groups, including girls, members of some racial and ethnic minorities, and children from lower socioeconomic backgrounds. The present research (N=306, ages 6‐11) found that while children lose interest and feelings of efficacy about their potential to “be scientists” across middle childhood, they maintain more robust interest and efficacy about “doing science.” These patterns were confirmed in both longitudinal and cross‐sectional analyses; effects were stable or increased across time and age. Mediation analyses revealed that the positive effect of action framing is partially accounted for by children's views that the group of people who do science is more inclusive than the category of scientists. These findings suggest that using action‐focused language to encourage children in science is more inclusive and may lead to more science engagement across middle childhood than language that emphasizes scientists as an identity category. Implications for educational practices will be discussed.
Do Party Schools Report Higher Rates of Violence Against Women in Their Clery Data? A Latent Class Analysis
Jacquelyn Wiersma-Mosley et al.
Violence Against Women, forthcoming
Abstract:
The current study examined violent crimes against women among 1,384 four-year private and public college campuses using Clery Act data from 2014-2016 (i.e., rape, domestic and dating violence, stalking, and fondling). Latent class analysis (LCA) was used to identify five types of campuses: smaller (22%), liberal arts (25%), satellite (16%), private (19%), and party schools (18%). Smaller schools reported the lowest rates of violence against women (VAW), whereas private schools had significantly higher reported rapes. These findings have important implications for the types of campuses seem to be abiding by Clery law and reporting crimes that involve VAW.
Examining the Institutional Features Influencing Sexual Assault at Small Colleges and Universities
Kolby Cameron & Jason Wollschleger
Sociological Inquiry, forthcoming
Abstract:
This article explores the relationships between institutional features of small college and university campuses and the levels of reported sexual assault. Using the mandated reporting of crime on campus through the Clery Act, we look at the combined levels of reported sexual assault for the years 2012 and 2013 at the main campuses of all accredited non‐profit, four‐year, residential, undergraduate colleges and universities in the United States that have a student body size of 2,000–2,999 students, N = 198. We find that the presence of a Greek life system, alcohol policy, religious affiliation, and the proportion of male students all influence the levels of reported sexual assault at colleges and universities, with alcohol policy being the strongest influence.
Do Experts Listen to Other Experts? Field Experimental Evidence from Scientific Peer Review
Misha Teplitskiy et al.
Harvard Working Paper, April 2019
Abstract:
Organizations in science and elsewhere often rely on committees of experts to make important decisions, such as evaluating early-stage projects and ideas. However, very little is known about how experts influence each others’ opinions, and how that influence affects final evaluations. Here, we use a field experiment in scientific peer review to examine experts’ susceptibility to the opinions of others. We recruited 277 faculty members at seven US medical schools to evaluate 47 early stage research proposals in biomedicine. In our experiment, evaluators: (1) completed independent reviews of research ideas, (2) received (artificial) scores attributed to anonymous “other reviewers” from the same or a different discipline, and (3) decided whether to update their initial scores. Evaluators did not meet in person and were not otherwise aware of each other. We find that, even in a completely anonymous setting and controlling for a range of career factors, women updated their scores 13% more often than men, while very highly cited “superstar” reviewers updated 24% less often than others. Women in male-dominated subfields were particularly likely to update, updating 8% more for every 10% decrease in subfield representation. Very low scores were particularly “sticky” and seldom updated upward, suggesting a possible source of conservatism in evaluation. These systematic differences in how world-class experts respond to external opinions can lead to substantial gender and status disparities in whose opinion ultimately matters in collective expert judgment.
An educational intervention to improve women’s academic STEM outcomes: Divergent effects on well-represented vs. underrepresented minority women
Laurie O'Brien et al.
Cultural Diversity and Ethnic Minority Psychology, forthcoming
Objectives: The aim of this field experiment was to test the effect of a social psychological intervention on an ethnically diverse sample of first-year college women majoring in science, technology, engineering, and math (STEM). We hypothesized that grade point averages in STEM courses would be higher in the intervention condition relative to the control condition. Furthermore, we tested competing hypotheses about the moderating role of belonging to either a well-represented (WR) or underrepresented minority (URM) ethnic group in STEM.
Method: The sample (N = 199) included 115 women from WR ethnic groups and 84 women from URM ethnic groups who were randomly assigned to condition. Women in the intervention were educated about the harmful impact of gender stereotypes in STEM and provided with effective strategies for coping with stereotype threat. At the end of their first year, we obtained participants’ academic transcripts.
Results: At the end of their first year in college, URM women in the intervention condition had higher grade point averages in their STEM courses than URM women in the control condition. The intervention had no effect on WR women.
Using selfies to challenge public stereotypes of scientists
Paige Brown Jarreau et al.
PLoS ONE, May 2019
Abstract:
In an online Qualtrics panel survey experiment (N = 1620), we found that scientists posting self-portraits (“selfies”) to Instagram from the science lab/field were perceived as significantly warmer and more trustworthy, and no less competent, than scientists posting photos of only their work. Participants who viewed scientist selfies, especially posts containing the face of a female scientist, perceived scientists as significantly warmer than did participants who saw science-only images or control images. Participants who viewed selfies also perceived less symbolic threat from scientists. Most encouragingly, participants viewing selfies, either of male or female scientists, did not perceive scientists as any less competent than did participants viewing science-only or control images. Subjects who viewed female scientist selfies also perceived science as less exclusively male. Our findings suggest that self-portraiture by STEM professionals on social media can mitigate negative attitudes toward scientists.