Working papers results

We investigate the gender gap in Economics among bachelor's and master's graduates in Italy between 2010 and 2019. First we establish that being female exerts a negative impact on the choice to major in Economics: at the bachelor level, only 73 women graduate in Economics for every 100 men, with the mathematical content of high school curricula as the key driver of the effect and a persistence of the gap at the master level. Second, within a full menu of major choices, Economics displays the largest gap, followed by STEM and then Business Economics. Third, decomposition analyses expose a unique role for the math background in driving the Economics gender gap relative to other elds. Fourth, a triple difference analysis of a high school reform shows that an increase in the math content of traditionally low math curricula caused an increase in the Economics gender gap among treated students.

Sexual harassment and sexists behaviors are pervasive issues in the workplace. Around 12% of women in France have been subjected to toxic behaviors at work in the last year, including sexist comments, moral, sexual or physical harassment, or violence. Such toxic behaviors can not only deter women from entering the labor market, but can also lead them to leave toxic workplaces at their own expense. This article is one of the first to examine the relationship between toxic behaviors and worker flows. We use the #MeToo movement as an exogenous shock to France’s workplace norms regarding toxic behaviors. We combine survey data on reported toxic behaviors in firms with exhaustive administrative data to create a measure of toxic behaviors risk for all French establishments. We use a triple-difference strategy comparing female and male worker flows in high-risk versus low-risk firms before and after #MeToo. We find that #MeToo increased women’s relative quit rates in higher-risk workplaces, while men’s worker flows remained unaffected. This demonstrates the existence of a double penalty for women working in high-risk environments, as they are not only more frequently the victims of toxic behaviors, but are also forced to quit their jobs in order to avoid them.

Scarcity of female academics has been well documented for math-intensive or STEM fields. We investigate whether a lack of female instructors creates a demand for diversity on the student side. In an incentivized instructor-choice experiment on MTurk, we experimentally vary the gender balancedness of the instructor pool and let participants choose one additional instructor among one male and one female. We find that only women are more likely to choose the female instructor when the pool of instructors is male-dominated, suggesting that female students appreciate a more balanced instructor pool if female professors are scarce. We further document that women also appreciate diversity (though to a lesser extent) if the scarce gender is of the opposite sex. In contrast, men only appreciate diversity if the scarce gender is their own.

Understanding the impact of the COVID-19 pandemic on education requires a solid grasp of the impact of student autonomy on learning. In this paper, we estimate the effect of an increased autonomy policy for higher-performing students on short- and longer-term school outcomes. We exploit an institutional setting with high demand for autonomy in randomly formed classrooms. Identification comes from a natural experiment that allowed higher-achieving students to miss 30 percent more classes without penalty. Using a difference-in-difference-in-differences approach, we find that allowing higher-achieving students to skip class more often improves their performance in high-stakes subjects and increases their university admission outcomes. Higher-achieving students in more academically diverse classrooms exerted more autonomy when allowed to.

In the past decade, the world has witnessed increased climate change impacts with many countries experiencing more frequent and more severe climate extremes. With public support being fundamental in scaling up climate action, here, we analyze the impact of exposure to climate extremes on environmental concern and Green voting for a large panel of European countries. Combining high-resolution climatological data with regionally aggregated and harmonized information on environmental concern (42 Eurobarometer surveys, 2002-2019, 34 countries) and European Parliamentary electoral outcomes (7 elections, 1990-2019, 28 countries) at the subnational level, we find a significant and sizeable effect of temperature anomalies, heat episodes and dry spells in the previous 12 months on green concern and voting. The effects differ significantly by region and are most pronounced in regions with a cooler Continental or temperate Atlantic climate, and weaker in regions with a warmer Mediterranean climate. The relationship is moderated by regional GDP suggesting that climate change experience increase public support for climate action only under favorable economic conditions. By empirically documenting the important role of contextual influences and regional differences on green concern and voting, our findings have important implications for the current efforts to promote and implement climate actions in line with the Paris Agreement.