Dondena Seminar Series
Dondena Seminar SeriesSpring 2018
All seminars (and light lunches!) will begin at 12:45 p.m. and be held in Room 3-e4-sr03, unless otherwise noted.
Titles and abstracts will be posted as they become available.
Download the series poster here.
Erasmus Graduate School of Social Sciences and the
Weight gains from trade in foods: Evidence from Mexico.
This paper investigates the effects of international trade in food on obesity in Mexico. We classify Mexican food imports from the U.S. into healthy and unhealthy and match these with anthropometric and food expenditure survey data. We find that exposure to imports of unhealthy foods significantly contributes to the rise of obesity in Mexico. The empirical evidence also suggests that unhealthy food imports may widen health disparities between education groups. By linking trade flows to food expenditure and obesity, the paper sheds light on an important channel through which globalisation may affect health.
Ben-Gurion University of the Negev
The Welfare-Enhancing Role of Parental Leave Mandates.
A major factor that contributes to persistent gender variation in labor market outcomes is women’s traditional role in the household. Child-related absences from work imply that women accumulate less job experience, are more prone to career discontinuities and, hence, suffer a motherhood penalty. We highlight how the gender-driven career/family segmentation of the labor market may create a normative justification for parental leave rules as a means to enhance eciency in the labor market and alleviate the gender wage gap.
DONDENA RESEARCH SEMINAR - DO RE MEE
Vincenzo Galasso and Paola Profeta
Gender Gaps in Math Tests: Women under Pressure.
Kivan Polimis, Anna Filippova, Connor Gilroy, Ridhi Kashyap, Antje Kirchner, Allison C. Morgan, Adaner Usmani, and Tong Wang.
Queen Mary University of London
The Math Gender Gap: The Role of the Testing Environment
Girls outperform boys in many educational dimensions, yet across industrialized countries we still observe a math gender gap. This paper investigates whether the math gender gap in test scores reflects genuine gender differences in math skills, or whether it is due to differential responses by boys and girls to the testing environment. Following the psychological literature we argue that a student’s test performance may depend on the student’s familiarity with the testing environment. To that end, we exploit a randomized intervention on the entire 6th Grade student population in Madrid. Schools were assigned to administering the test either internally or externally, which affected the students’ familiarity with the testing environment. We find that boys outperform girls by 0.13 standard deviations, but the gap widens by about 50 percent for students in schools where the test was externally administered. Alternative explanations based on differential treatment of boys and girls in schools when internal vs external test administration are ruled out. Our paper contributes to a growing literature analyzing the effects of test taking environments on students performance, and how it varies by gender.
University of Nottingham
How do inclusionary and exclusionary autocracies affect ordinary people?
In this paper, we propose a distinction between inclusionary and exclusionary autocratic strategies and develop novel theoretical propositions on the legacy that these strategies leave on citizens’ political attitudes. More precisely, we posit that inclusionary regimes – with wider redistribution of socio-economic and political benefits – leave a stronger anti-democratic legacy than exclusionary regimes on the political attitudes of citizens that were socialized under their ruling strategy. This happens because regimes use their institutional and organizational apparatus to install a more favorable political culture towards the regime, while exclusionary regimes aim to rather numb citizens to any political claims. Using data of 1.5 Mill survey respondents from 83 countries and Hierarchical Age-Period-Cohort (HAPC) models we estimate between and within cohort differences in citizens’ satisfaction with democracy. We find that citizens from inclusionary regimes are less satisfied with democracy compared to citizens from exclusionary regimes and democracies. Similarly, we find that citizens who were part of the winning group in an autocracy are less satisfied with democracy compared to citizens who were part of discriminated groups.
MARTHA J. BAILEY
University of Michigan
PREP SCHOOL FOR POOR KIDS: THE LONG-RUN IMPACTS OF HEAD START ON HUMAN CAPITAL AND ECONOMIC SELF-SUFFICIENCY
This paper evaluates the long-run effects of Head Start on human capital in large-scale, linked administrative data. Our research design exploits the county-level rollout of Head Start between 1965 and 1980 together with program eligibility captured by state-level school-entry age cutoffs. Using the restricted 2000-2013 Census/ACS linked to the Numident, we find that children induced to participate in Head Start achieved 0.29 more years of education, reflecting a 2.1-percent increase in high school completion, an 8.7- percent increase in college enrollment, and 18.5-percent increase in college completion. Consistent with the program benefitting lower income children, participation in Head Start decreased adult poverty by 12 percent and the receipt of public-program income by 29 percent. Our estimates are smaller in magnitude than those reported in other studies, but nevertheless imply substantial returns to investing in large-scale, publicly funded preschool programs.
DONDENA RESEARCH SEMINAR - DO RE MEE
Legacies of war and mass migration: refugees, social housing, and the rebuilding of Germany
Guido Alfani & Matteo Di Tullio
Inequality and regressive taxation in the Republic of Venice, ca. 1400-1800
SCOTT DE MARCHI
KARINE VAN DER STRAETEN
Toulouse School of Economics
Lyons Institute of East Asian Studies
University of Zurich
University of Cambridge
RAFAEL HORTALA - VALLVE
The London School of Economics and Political
Last updated 19 March 2018 - 16:08:44
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