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- Carlsson, Magnus, et al.
(författare)
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The Effect of Schooling on Cognitive Skills
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- How schooling affects cognitive skills is a fundamental question forstudies of human capital and labor markets. While scores on cognitive ability testsare positively associated with schooling, it has proven difficult to ascertain whetherthis relationship is causal. Moreover, the effect of schooling is difficult to separate from the confounding factors of age at test date, relative age within a classroom, season of birth, and cohort effects. In this paper, we use a fundamentally different identification approach compared to the previous literature. We exploit conditionally random variation in the assigned test date for a battery of cognitive tests which almost all 18 year-old males were required to take in preparation for military servicein Sweden. Both age at test date and number of days spent in school vary randomly across individuals after flexibly controlling for date of birth, parish, and expected graduation date (the three variables the military conditioned on when assigningtest date). We find an extra 10 days of school instruction raises cognitive scoreson crystallized intelligence tests (synonym and technical comprehension tests) by approximately one percent of a standard deviation, whereas extra nonschool dayshave almost no effect. The benefit of additional school days is homogeneous, with similar effect sizes based on past grades in school, parental education, and father’s earnings. In contrast, test scores on fluid intelligence tests (spatial and logic tests) do not increase with additional days of schooling, but do increase modestly with age. We discuss the importance of these findings for questions about the malleability of cognitive skills in young adults, schooling models of signaling versus human capital ,the interpretation of test scores in wage regressions, and policies related to the length of the school year
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| 2. |
- Tal, Amir, et al.
(författare)
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Using Situation Testing to Document Employment Discrimination Against Persons with Psychiatric Disabilities
- 2009
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Ingår i: Employee relations law journal. - 0098-8898. ; 35:3, s. 40-60
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Tidskriftsartikel (refereegranskat)abstract
- Many individuals with psychiatric disabilities are unemployed or under-employed, with detrimental consequences for their lives and mental health. Although prior research suggests that stigmatization and discrimination contribute to this outcome, the exact extent of such employer behavior has remained largely undetermined. This article reviews the employment situation of persons with psychiatric disabilities, considers traditional ways to analyze the role of discrimination, and proposes situation testing as a new methodology overcoming many limitations of prior research. By rigorously documenting real world discriminatory practices, situation testing can importantly influence public opinion and government policy, as well as change employers' behavior through education or litigation.
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| 7. |
- Agerström, Jens, et al.
(författare)
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Warm and competent Hassan = Cold and incompetent Eric: A Harsh equation of real-life hiring discrimination
- 2012
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Little is known about how individuating information about job applicants influences ethnic discrimination. In the present field experiment, we sent out 5,636 job applications varying how Swedish (in-group) and Arab (out-group) applicants presented themselves in terms of two fundamental dimensions of social judgment: warmth and competence. Results indicate substantial discrimination where Arab applicants receive fewer invitations to job interviews. Furthermore, conveying a warmer or more competent personality increases invitations. However, appearing both warm and competent seems to be especially important for Arab applicants. In conclusion, the results show that Arab applicants need to appear warmer and more competent than Swedish applicants to be invited equally often. The practical importance of signaling warmth and competence in labor market contexts is discussed.
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| 8. |
- Agerström, Jens, 1976-, et al.
(författare)
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Warm and competent Hassan = cold and incompetent Eric: A harsh equation of real-life hiring discrimination
- 2012
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Ingår i: Basic and Applied Social Psychology. - : Informa UK Limited. - 1532-4834 .- 0197-3533. ; 34:4, s. 359-366
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Tidskriftsartikel (refereegranskat)abstract
- In a field experiment, we sent out 5,636 job applications varying how Swedish (in-group) and Arab (out-group) applicants presented themselves in terms of two fundamental dimensions of social judgment: warmth and competence. Results indicate substantial discrimination where Arab applicants receive fewer invitations to job interviews. Conveying a warmer or more competent personality increases invitations. However, appearing both warm and competent seems to be especially important for Arab applicants. Arab applicants need to appear warmer and more competent than Swedish applicants to be invited equally often. The practical importance of signaling warmth and competence in labor market contexts is discussed.
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| 9. |
- Amin, Vikesh, et al.
(författare)
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The intergenerational transmission of schooling : Are mothers really less important than fathers?
- 2015
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Ingår i: Economics of Education Review. - : Elsevier BV. - 0272-7757 .- 1873-7382. ; 47, s. 100-117
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Tidskriftsartikel (refereegranskat)abstract
- There is a "puzzle" in the literature on the intergenerational transmission of schooling, where twin studies emphasize the importance of fathers' schooling, whereas IV-studies often emphasize the importance of mothers. We provide new evidence on this "puzzle" using register based Swedish data on the largest sample of twins used so far in the literature. In contrast to previous twin studies, our results confirm the importance of mothers' schooling. We also provide the first twin-based evidence of possible role model effects, where our estimates suggest that mother's schooling matters more than father's schooling for daughters schooling. One additional year of mothers' schooling raises daughter's schooling by a tenth of a year, which is similar to some of the previous IV-based estimates in the literature. Finally, we bring in new US twin data that for the first time allows a replication of previous twin-based estimates of the intergenerational transmission of schooling in the US. The results show no statistically significant effect of mothers' and fathers' schooling on children's schooling. Our results have implications for assessing the efficiency of policies that subsidize the schooling of men and women and are in contrast to most previous findings in the twin literature. (C) 2015 Elsevier Ltd. All rights reserved.
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| 10. |
- Amin, Vikesh, et al.
(författare)
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The intergenerational transmission of schooling : are mothers really less important than fathers?
- 2014
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- There is a “puzzle” in the literature on the intergenerational transmission of schooling, where twin studies emphasize the importance of fathers’ schooling, whereas IV-studies often emphasize the importance of mothers. We provide new evidence on this “puzzle” using register based Swedish data on the largest sample of twins used so far in the literature. In contrast to previous twin studies, our results confirm the importance of mothers’ schooling. We also provide the first twin-based evidence of role model effects, where our estimates suggest that only mother's schooling matters when allowing the effects to differ between sons and daughters. One additional year of mothers’ schooling raises daughter’s schooling by a tenth of a year, which is similar to some of the previous IV-based estimates in the literature. Finally, we bring in new US twin data that for the first time allow a replication of previous twin-based estimates of the intergenerational transmission of schooling in the US. The results show that that mothers’ and fathers’ schooling has no effect on children’s schooling in the US. Our results have implications for assessing the efficiency of policies that subsidize the schooling of men and women and are in contrast to most previous findings in the twin literature.
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