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Aspirations, Stereotypes and Educational Choices
Eliana La FerraraBocconi University, IGIER and LEAP
DEC LectureThe World Bank – May 6, 2019
Motivation
Aspirations and poverty• Standard poverty traps are generated by external constraints:
malnutrition (Dasgupta-Ray 1986), credit mkt imperfections (Banerjee-Newman 1991), etc.
• Internal constraints may also generate poverty traps, leading to aspiration failures (Appadurai 2004; Dalton, Ghosal, Mani 2014; Genicot-Ray 2016)Poverty low asp. low investment poverty...
Stereotypes and poverty• Above mechanism particularly relevant for groups that are
negatively stereotyped or discriminated in society.Stereotype threat: anticipate & internalize stereotype underperform (Steele-Aronson 1995)
This lecture
• How do aspirations and stereotypes play out in a context where investment has long term consequences, i.e., education?
• Study two different potentially marginalized groups: immigrants in Italy and Black South-Africans in SA
• Combine administrative & experimental data
• Consider different social interactions: w/ teachers & w/ peers
Plan of the talk1. Educational choices of immigrant children in Italy
• Aspirations & psychological factors2. Teachers’ stereotypes
• Effect of revealing own bias3. Peers’ stereotypes
• Effect of inter-group contact
1. Goals and gaps: Educational Careers of Immigrant Children(with M. Carlana and P. Pinotti)
• In most countries, children of immigrants disadvantaged in labor mkt due to lower educational attainment
0
10
20
30
40
50
60
Males
natives immigrants
0
5
10
15
20
25
30
35
40
Females
natives immigrants
% of aged 20-29 w/ low attainment
Source: OECD, 2011
Early tracking and educational choices
Carlana, La Ferrara, Pinotti Goals and gaps
Greater disadvantage in educational systems characterized by early tracking (Cobb-Clark et al. 2009)• Information gaps (Dustmann et al. 2014)• Aspiration traps (Genicot and Ray, 2014; Guyon and Huillery, 2014)
High-school choice is an early career decision w/ long term consequences on labor mkt outcomes (Giustinelli, 2011)
Research questions• Do immigrant children under-aspire when choosing high
school in an early tracking system?• Can we align their aspirations w/ their academic potential?
o Evaluate a large-scale program targeting high-achieving immigrant students in Italy
The Italian schooling system
Stratification of students after 8th grade into 3 tracks
• Academic oriented (liceo) college• Technical college or white collar jobs• Vocational blue collar jobs
Carlana, La Ferrara, Pinotti Goals and gaps
Vocational track worse under several dimensions (e.g., earnings, ex post satisfaction, etc.)
Fact 1: Educational segregation
• Immigrant students disproportionately choose vocational track compared to Italians
Carlana, La Ferrara, Pinotti Goals and gaps
• Need to control for ability use standardized test score in math & italian (Invalsi) in 6th grade as proxy for academic potential
Track choice by quintile of Invalsi score
Carlana, La Ferrara, Pinotti Goals and gaps
.2.4
.6.8
1
1 2 3 4 5Test score, 6th grade, quintiles
Italians Immigrants
Males
Probability of enrolling in “high track” (Liceo/Technical)
Immigrant boys “under-aspire” compared to native boys
Track choice by quintile of Invalsi score
Carlana, La Ferrara, Pinotti Goals and gaps
Probability of enrolling in “high track” (Liceo/Technical)
No segregation for girls at quintiles 3-5
.2.4
.6.8
1
1 2 3 4 5Test score, 6th grade, quintiles
Italians Immigrants
Females
Teachers’ recommendations
Carlana, La Ferrara, Pinotti Goals and gaps
0.2
.4.6
.81
1 2 3 4 5Invalsi score, 6th grade, quintiles
Italians Immigrants
Males
0.2
.4.6
.81
1 2 3 4 5Invalsi score, 6th grade, quintiles
Italians Immigrants
Females
Teachers' Recommendation (Liceo or Technical)
Teachers less likely to recommend high track to immigrants, conditional on academic performance
The intervention
“Equality of Opportunity for Immigrant students” (EOP)• Program in collaboration w/ Ministry of Education (MIUR)• Target: high-performing students from low-income countries in
lower secondary school• Goal: align their HS choice w/ their academic potential
Schools• All schools w/ >20 immigrant students in 5 provinces of
Northern Italy 145 schools: randomize 70 treatment, 75 control
Carlana, La Ferrara, Pinotti Goals and gaps
Individuals• In each school, the 10 immigrant students w/ highest Invalsi
test score in 6th grade (only countries w/ GDP pc < Italy) Takeup rate: 79%
The intervention
Students followed during grades 7 and 8.Two types of activities:
Carlana, La Ferrara, Pinotti Goals and gaps
1. Career choice consultancy
• Information about Italian schooling systemo type of high-schools, job opportunities, booklet translated in
language of home country
• Psychological support based on Social Cognitive Career Theory
• 14 meetings during grades 7-8: 5 group meetings, 5 individual, 3 w/ parents, 1 w/ teachers
Examples of psychological support activities
Carlana, La Ferrara, Pinotti Goals and gaps
• Peer education, e.g., video on barriers and self-efficacy of high-school students
• “Thinking about your past life, indicate 5 study experiences and 5 other experiences that you have completed successfully… which personal resources helped you doing well in that thing”
• “Please find below the professions you selected and indicate which resources are needed (knowledge, skills, personality traits, motivations, ... ) then divide them into “I have it” and “I need to develop it”
• “Please list the results you would like to achieve with your job”
The intervention
Carlana, La Ferrara, Pinotti Goals and gaps
2. Cognitive Academic Language Proficiency (CALP)
• Tutor on Italian language to facilitate studying and learning allsubjects• # meetings higher for students w/ lower Invalsi scores in
grade 6 (2 thresholds, though little variation)
• The 2 components (Career consultancy & CALP) offered as joint package, not a 2x2 designo “ethics”
Data
Carlana, La Ferrara, Pinotti Goals and gaps
1. Ministry of Education, University and Research (MIUR): information on educational career (enrollment, failure rates, teachers’ recommendations, final grades)
2. Italian Agency for the Evaluation of Educational System (INVALSI): standardized test scores in grade 6 and 8, information on family background
3. First-hand data: questionnaire on psychological traits (academic motivation, perception of economic and social barriers on work and educational career)
Balance on entry level score & socio-economic characteristics
Impact: High school choice
Carlana, La Ferrara, Pinotti Goals and gaps
11.8% increaseover the mean
Impact: High school choice
Carlana, La Ferrara, Pinotti Goals and gaps
Closing the gap w/ natives
Note: comparable Italian students matched on 6th grade INVALSI score
.65
.7.7
5.8
.85
Control Treat Italians
Males
.65
.7.7
5.8
.85
Control Treat Italians
Females
Probability of high-track at the end of lower secondary
Impact: Grade retention
Carlana, La Ferrara, Pinotti Goals and gaps
Failure 7th or 8th grade
Potential mechanisms
Carlana, La Ferrara, Pinotti Goals and gaps
1. Cognitive skills: Invalsi score in Italian & Math at the end of grade 8
2. Non-cognitive skills: questionnaire on psychological traits
3. Teachers’ recommendations on HS track
1. Cognitive skills improve for boys
Carlana, La Ferrara, Pinotti Goals and gaps
1. Cognitive skills improve for boys
Is it because of academic tutoring?• # of meetings for Italian language tutoring (CALP) was a
function of Invalsi 6th grade score Z
RDD around threshold of 65
Carlana, La Ferrara, Pinotti Goals and gaps
Students in sample
# meetings7th grade
# meetings8th grade
Z ≤ 65 64% 22 33
65 < Z ≤ 80 32% -- 33
Z > 80 4% -- --
Impact of increased # meetings on test scores
Carlana, La Ferrara, Pinotti Goals and gaps
Math Italian
No significanteffect
2. Non-cognitive skills
Questionnaire on a broad range of psychological variables, including info on:
• Goals: e.g., which educational level do you want to achieve?
• Self-efficacy: e.g., thinking about your ability, do you think you could get a university degree?
• Perceived barriers: e.g., do you think the following barriers could be an obstacle to achieving your educational goals: economic barriers, racial prejudice, ideas of the family…?
Carlana, La Ferrara, Pinotti Goals and gaps
Aggregate into 2 indexes through principal component analysis:
• Academic motivation
• Perceived barriers
Treatment improves non-cognitive skills
Carlana, La Ferrara, Pinotti Goals and gaps
3. Teachers’ recommendations
Probability of recommending high track
Carlana, La Ferrara, Pinotti Goals and gaps
Effect only for boys, who had shown improvements in academic performance not driven by experimenter demand effects
Additional results
Variance decomposition
• Most of the effect explained by motivation & teachers’ recommendation
Carlana, La Ferrara, Pinotti Goals and gaps
Medium term effects
• 2 years later, treated students are no more likely to fail subjects, despite attending more demanding high schools
Spillovers
• Male classmates of treated students have lower retention rates; impact stronger on immigrants
• Improvement in “behavior” of immigrant males• No impact on high school choice for boys, but (+) impact on
female classmates (who were closer to “marginal”)• No impact on teachers’ recommendations
Summing up
• EOP reduced educational segregation: +12% enrollment in demanding high schools for immigrant boys, closing gap w/ comparable Italians
• Mechanisms: motivation & teachers’ support
Policy implications• Role of ‘soft skills’ suggests potential information &
“aspirations” interventions, ideally scalable & cheaper to implement
Carlana, La Ferrara, Pinotti Goals and gaps
• Role of teachers’ recommentations suggests working on teachers’ attitudes towards immigrant students, in particular stereotypes next paper
2. Revealing stereotypes: Evidence from immigrants in schools(with A. Alesina, M. Carlana and P. Pinotti)
Stereotypes are over-generalized representations of differences between groups (Bordalo et al., 2017)• Allow for easier and efficient processing of information• May cause discrimination, i.e. biased judgment against
particular groups
If discrimination occurs in a critical period for educational choices, this may discourage investment by disadvantaged groups• Important to study negative stereotypes in school• Link b/w stereotypes and aspirations
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Research questions
Are teachers biased against immigrants?
• Analyze the impact of teachers’ stereotypes on bias in grading(i.e., the difference b/w teacher-assigned grades & blindly graded test scores)
How do we change teachers’ bias?
• Evaluate a simple & scalable intervention: reveal own stereotypes to teachers
• Test if this affects their grading policy• Indirect evidence about people’s awareness of their own bias
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Data
• 102 middle schools in Northern Italy
• 1.384 math and literature teacherso Middle school: grades 6-8, same teachers & classmates for 3
years
Teacher survey• IAT, demographic information, explicit beliefs & attitudes
towards immigrants
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Student data from 2 admin. sources:• Italian Ministry of Education (MIUR): teacher-assigned grades in
math and literature• National Evaluation Agency (INVALSI): standardized test scores
(blindly graded), family background
Implicit Association Test (IAT)
• Experimental method from social psychology (Greenwald and Banaji, 1995)
• Pair two concepts in rapid categorization task
• Speed in associating: mental process perceives a given pair as less common
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Advantages of IAT• Reveal cognitive processes of which individuals may not be
aware (e.g., perception, stereotyping)• Or may be uncomfortable disclosing (e.g., prejudice)
IAT: Example
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Distribution of the IAT in our sample
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Correlates of IAT
IAT correlated w/ explicit attitudes
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Correlates of IAT
IAT uncorrel. w/ past performance of natives vs immigrants
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Results I: Bias in grading
Teacher-assigned vs. blindly graded test scores
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Interpreting the grade gap
• Existing literature takes grade gap as evidence of discrimination (Gilliam et al., 2016; Botelho et al., 2015; Burgess and Greaves, 2013; Hanna and Linden, 2012; Van Ewijk, 2011; 2018; Lavy, 2008)
• However, it could reflect unobservables:o e.g., multiple choices standardized test scores may be easier
for immigrants than teacher-assigned examso e.g., teachers may observe characteristics (effort, discipline)
that differ b/w natives and immigrants
To isolate bias, we test if the gap in grading is correlated w/ teachers’ IAT
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Bias in grading of Math teachers
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Bias in grading of Math teachers
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
No correlation w/ IAT for Literature teachers
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Why different results for Math & Literature teachers?
• Standardized test scores in math may be better at measuring skills valued by teachers when grading than those in reading (Bettinger, 2012)
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
• Literature grades may reflect different standards for teachers w/ different expectations on immigrants' language skills - and these expectations may be correlated w/ IAT
o We find that Literature teachers w/ higher IAT give better grades to 1st vs 2nd generation immigrants, ceteris paribus
The experiment
• We offered all teachers the possibility of receiving an email w/feeedback on their own IATo 80% asked to receive feedbacko Decision uncorrelated w/ IAT & other observableso We estimate ITT
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
• Text of email:o Brief description of what IAT doeso Placement into "slight", "moderate" or "strong", based on
Greenwald et al. (2009)
Timing of experiment
• We randomize the timing of feedback at school level: 2 weeks before vs. 2 weeks after the end-of-semester grading
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Observables balanced at teacher & student level
Impact of treatment
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Treated teachers increase grades of immigrants and decrease those of natives
Impact of treatment
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Literature teachers also adjust (but recall that they received “equally negative” feedback as math teachers)
ITT on teacher-assigned grades
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Testing information channel
Do teachers react b/c they were unaware of their own stereotypes?
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Approach 1: exploit information on explicit bias
• WVS question on right to job: teachers who openly state that natives have more rights than immigrants should be less “surprised” by email feedback
• We expect smaller (or no) adjustment in grades
Explicit bias & impact of treatment
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Testing information channel
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Approach 2: Precision of the signal
• Our email provided feedback on 2 different IATs: one for male names & one for female names:
• Some teachers got “strong/strong”, others got mixed expect stronger effect from more precise signal (i.e., both IATs “strong”)
Treatment effect by precision of the signal
Math teachers
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Literature teachers
Summary & policy implications
• Revealing own stereotypes to teachers reduces bias in grading
o Suggests that teachers were not aware of (or had not fully internalized) their own stereotypes
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
• Interventions aimed at increasing awareness of implicit racial stereotypes can help counteract discriminationo e.g., committee members taking IAT
Implicit bias training: example 1
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
Implicit bias training: example 2
Alesina, Carlana, La Ferrara, Pinotti Revealing stereotypes
3. Interaction, stereotypes and performance: Evidence from South Africa(with J. Burns and L. Corno)
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Stereotypes not only by teachers but also by peers
• Can stereotypes be changed through interaction w/ members of a different group?
• How does this affect academic performance?
Answer these questions exploiting random exposure to roommate in some dorms at University of Cape Town• South Africa is a particularly interesting context, as apartheid led
to stereotyping & marginalization of blacks
Conceptual framework
Contact hypothesis (Allport, 1954)• Interaction w/ other group reduction of negative
stereotypes under certain conditions (equal status, common goals, gains from interdependence, authorities support inter-group contact)
Corno, La Ferrara, Burns Interaction, stereotypes & performance
“Negative contact” hp. (Paolini et al. 2010, Barlow et al. 2012)• Heightened salience of difference in preferences
Institutional context & data
UCT residence allocation policy• Assignment to residences is random• Allocation to rooms within residence (single or double) done
by Wardeno 8 residences randomize room assignment our sample
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Sample• Freshmen who joined UCT in 2012 & live in double rooms• Recruited for survey on “student life” at UCT
2 rounds of data• Round 1 (Feb. 2012)o 637 freshmen: 70% of universe in double rooms
• Round 2 (Sept. 2012)o 517 out of 637 21% attrition. Attrition uncorrelated w/
treatment (mixed room), w/ baseline IAT & w/ interactions
IAT
Corno, La Ferrara, Burns Interaction, stereotypes & performance
We run 2 types of IAT
• “Population”: positive & negative attributes racial prejudice
• “Academic”: match pictures w/ pctiles of grade distrib. priors on academic benefits from interaction
Population IAT at baseline
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Whites vs Blacks
0.2
.4.6
.8kd
ensit
y
-2 -1 0 1Population IAT
Whites Blacks
Negative values: negative stereotypes on blacks vs whites
Academic IAT at baseline
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Whites vs Blacks
0.2
.4.6
.81
kden
sity
-2 -1 0 1 2Academic IAT
Whites Blacks
Negative values: blacks worse academic performance than whites
Empirical strategy
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Regress outcomes of interest on “MixRoom”: dummy =1 if roommate of different race.
Treatment exogeneityProb. of being in mixed room is uncorrelated w/ individual IAT, admission score, etc. uncorrelated w/ difference between pair (dyadic)
Results I: Impact on stereotypes
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Treatment closes the gap in PopulIAT b/w whites and blacks
Results I: Impact on stereotypes
Corno, La Ferrara, Burns Interaction, stereotypes & performance
No impact on avg. on Academic IAT• We find an impact when matched w/ high performing roommate
of opposite race
Results II: Impact on academic performance
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Magnitude:.26 std dev.
Closes 1/3 ofthe gap b/w blacks & whites
Results II: Impact on academic performance
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Effect is mediated by roommate’s stereotypes
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Move white roommate’s IAT from -.36 to 0 +.26 std dev GPA black
Discussion
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Why does black students’ performance improve?• Not because (white) roommate is more skilled: we control for
admission score
Possible channels• Role modeling: learning how to navigate the system• Network effects: different set of peers• Fewer opportunities for joint “distractions”• Anxiety reduction
• Impact on academic outcomes persists at the end of year 2 (not for GPA but for # exams passed and eligibility to continue)
Results III: Attitudinal outcomes
Corno, La Ferrara, Burns Interaction, stereotypes & performance
20 outcome measures grouped in 3 indices
1. Friendships• %friends and study mates of diff. race (actual & ideal),
how often hang out w/ diff. race
2. Attitudes• Talk about race, affirmative action, dancing/dating other
group
3. Pro-social behavior• Volunteer, money to charity, cooperate in prisoner’s
dilemma
Friendships
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Attitudes
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Pro-social behavior
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Summary & policy implications
Exposure to roommate of different race
• Changes stereotypes: reduction in negative stereotypes held by whites
• Affects academic performance: blacks w/ non-black roommate improve their GPA & take more examso Effect stronger if roommate less prejudiced
Corno, La Ferrara, Burns Interaction, stereotypes & performance
Implications for integration policies• Not only effective in reducing negative stereotypes towards
outgroup (contact hp.)
• But also functional to improving productivity/performance
THE END
Thank you!