Publications
- Boring, A., & Moroni, G. (2023). Turning Back the Clock: Beliefs About Gender Roles During Lockdown. Labour Economics, 84.
- Boring, A., & Philippe, A. (2021). Reducing Discrimination in the Field Evidence from an Awareness Raising Intervention Targeting Gender Biases in Student Evaluations of Teaching. Journal of Public Economics, 193.
- Azmat, G., & Boring, A. (2020). Gender Diversity in Firms. Oxford Review of Economic Policy, 36(4), 760-782.
- Boring, A., Desrieux, C., & Espinosa, R. (2018). Aspiring Top Civil Servants' Distrust in the Private Sector. Revue d’Economie Politique, 128(6), 1047-1087.
- Boring, A. (2017). Gender Biases in Student Evaluations of Teaching, Journal of Public Economics, 145, 27-41.
- Boring, A., Ottoboni, K., & Stark, P. (2016). Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness. ScienceOpen Research.
Working papers
Gender and Choices in Higher Education, with Jen Brown (revise & resubmit at Economics of Education Review)
Working Paper (This version: January 2023)
Data on the labor market outcomes of university graduates show that gender pay gaps appear soon after graduation in nearly every field of study. We provide descriptive evidence of a plausible cause of the gender starting-salary gap: choices within an educational setting that differ between male and female students, even after accounting for academic specialization. We examine the choices of undergraduate students at a selective French university who are competing for seats at foreign universities to fulfill a mandatory exchange program requirement. Holding fixed students' field of study, we find that average- and high-ability female students request exchange universities that are worse-ranked than their male peers. A survey eliciting students’ preferences suggests that male students prioritize the academic characteristics of potential exchange universities more often, whereas similar female students consider both the academic and non-academic characteristics of exchange destinations. We explore the short-term consequences of these differing preferences using a simulation that assigns students to exchange seats solely on university ranking and students' academic performance. Female students' assignment improves almost uniformly; while top-performing male students face increased competition for seats, and male students with average grades face less competition as high-achieving female students shift towards better-ranked assignments.
Social desirability bias in attitudes towards sexism and DEI policies at the workplace, with Josse Delfgaauw & Zara Sharif
Working Paper (This version: September 2023)
Do workers speak their mind about sexism and about diversity, equity, and inclusion (DEI) policies in the workplace? We measure social desirability bias regarding sexism and DEI policies using a list experiment survey among workers from five male-dominated industries in France and in the US. In both countries and, remarkably, among both men and women, we document substantial social desirability bias. Managers exhibit a larger bias than non-managerial employees. This difference between voiced and real attitudes may make organizations overestimate support for DEI policies in their workforce, rendering such policies less effective.
Working Paper (This version: January 2023)
Data on the labor market outcomes of university graduates show that gender pay gaps appear soon after graduation in nearly every field of study. We provide descriptive evidence of a plausible cause of the gender starting-salary gap: choices within an educational setting that differ between male and female students, even after accounting for academic specialization. We examine the choices of undergraduate students at a selective French university who are competing for seats at foreign universities to fulfill a mandatory exchange program requirement. Holding fixed students' field of study, we find that average- and high-ability female students request exchange universities that are worse-ranked than their male peers. A survey eliciting students’ preferences suggests that male students prioritize the academic characteristics of potential exchange universities more often, whereas similar female students consider both the academic and non-academic characteristics of exchange destinations. We explore the short-term consequences of these differing preferences using a simulation that assigns students to exchange seats solely on university ranking and students' academic performance. Female students' assignment improves almost uniformly; while top-performing male students face increased competition for seats, and male students with average grades face less competition as high-achieving female students shift towards better-ranked assignments.
Social desirability bias in attitudes towards sexism and DEI policies at the workplace, with Josse Delfgaauw & Zara Sharif
Working Paper (This version: September 2023)
Do workers speak their mind about sexism and about diversity, equity, and inclusion (DEI) policies in the workplace? We measure social desirability bias regarding sexism and DEI policies using a list experiment survey among workers from five male-dominated industries in France and in the US. In both countries and, remarkably, among both men and women, we document substantial social desirability bias. Managers exhibit a larger bias than non-managerial employees. This difference between voiced and real attitudes may make organizations overestimate support for DEI policies in their workforce, rendering such policies less effective.
Work in progress
Improving Student Evaluations of Teaching
Discrimination, Rejection, and Job Search Behavior, with Katherine B. Coffman & Dylan Glover
Gender Segregation in Higher Education, with Louis-Alexandre Erb
Discrimination, Rejection, and Job Search Behavior, with Katherine B. Coffman & Dylan Glover
Gender Segregation in Higher Education, with Louis-Alexandre Erb