Working papers

Gender Diversity Improves Academic Performance 

In a first-semester university course, I randomly assign 2,580 students across six cohorts to 645 study groups. I find that group gender diversity significantly improves academic performance, particularly for men. Transitioning from homogeneous to gender-balanced groups increases final grades by 15% standard deviations for the course and by 12% SD for other mandatory courses. This impact is robust over time and likely driven by enhanced social interaction within groups and students’ overall well-being. Interestingly, gender diversity leads women to adopt more traditional gender attitudes. This paper highlights the benefits of gender diversity for student performance and well-being in higher education.

Information-Optional Policies and the Gender Concealment Gap (with Christine Exley, Raymond Fisman, Judd Kessler, Louis-Pierre Lepage, Corinne Low, Xiaomeng Li, Mattie Toma, and Basit Zafar) 

Peers Affect Personality Development (with Ulf Zölitz

Revise & Resubmit, Review of Economics and Statistics


Lowering the Playing Field: Discrimination through Sequential Spillover Effects (with Judd Kessler and Corinne Low)

Forthcoming, Review of Economics and Statistics

Access to Pensions, Old-Age Support, and Child Investment in China (with Albert Park)

Forthcoming, Journal of Human Resources 

Selected work in progress

Social Learners: The Disproportionate Impact of Online Instruction on Women - Draft coming soon

(with Ulf Zölitz and Uschi Backes-Gellner)

Gender Differences in Salary Requests - Analysis in progress

(with Norihiko Matsuda)

Early Childhood Investment and Parental Well-Being - Fieldwork in progress

(with Victoria Baranov, Pietro Biroli, and Anne Brenøe)