Summary
Since 2014, I have been working on a European research project called Effective Gender Equality in Research and Academia (EGERA). Within this research project, I study the impact of gender biases and stereotypes on student trajectories in higher education. as well as on the evaluation of excellence in academia.
I am currently working on a research project at Sciences Po on female students and entrepreneurship. The goal is to understand and implement interventions to reduce the barriers that prevent women from becoming entrepreneurs.
My current research also focuses on the returns to higher education.
I am currently working on a research project at Sciences Po on female students and entrepreneurship. The goal is to understand and implement interventions to reduce the barriers that prevent women from becoming entrepreneurs.
My current research also focuses on the returns to higher education.
Research Papers
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Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness,
ScienceOpen Research (January, 2016), with Kellie Ottoboni & Philip B. Stark. Gender Biases in Student Evaluations of Teaching, Journal of Public Economics 145 (2017): 27-41. Reducing Discrimination Through Norms or Information: Evidence from a Field Experiment on Student Evaluations of Teaching, TSE Working Paper, 17-865 (2017), with Arnaud Philippe. Aspiring Top Civil Servants' Distrust in the Private Sector, accepted in Revue d'Economie Politique (2018), with Claudine Desrieux & Romain Espinosa. |
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Work in Progress
Gender, Competition and Choices in Higher Education (with Jen Brown)
We examine the choices of male and female students in higher education, holding fixed the field of study and accounting for individuals’ underlying academic ability. Examining undergraduate students’ choices in a yearlong, mandatory international exchange program, we find that average- and high-ability female students systematically choose less ambitious paths. On average, male students request universities that are better-ranked than what their true academic standing would suggest, whereas female students request universities that are worse than their academic standing. Using simple simulations, we consider the impact of other allocation rules on students’ assignments for the international exchange year. We find that both male and female students would be better-off on average if female students adopted more competitive behavior. We discuss how students’ experiences in higher education are likely to affect their academic trajectories, career opportunities and future earnings. We also discuss potential explanations for male and female students’ different behaviors.
What Are the Labor Market Benefits of Studying at Prestigious Schools? Evidence from French Journalists (with Clémence Aubert-Tarby & Octavio Escobar)
We study the labor-market benefits that the most prestigious journalism schools in France provide to their graduates. Using a unique dataset which includes all French journalists, we can trace where employers and newly minted graduates went to school. Students from top schools are more likely to benefit from permanent contracts and to earn higher wages in media outlets where the share of alumni from the same school is large. The analysis provides support for a network theory of higher education.
Gender Differences in Choices of Masters’ Degrees
A minority of women choose to complete a Master's degree in economics or finance. The goal of this paper is to provide a better understanding of the factors that influence female students' decisions to pursue a degree in these fields. To conduct this analysis, I use a database from a French university that specializes in social sciences, in which two economics courses are mandatory for all students in the first year of their undergraduate studies (introduction to microeconomics and introduction to macroeconomics). The database includes the academic trajectories of two cohorts of students. With this database, I study how several factors at the undergraduate level may influence students' decisions to pursue a Masters' degree in economics or finance, including students' performance in the introductory economics courses, students' math skills, grade competition among students in the mandatory first year classes, a match between instructor and student gender in these classes, and students' evaluations of their instructors in these classes. The results suggest that student performance in microeconomics and macroeconomics, as well as student satisfaction with macroeconomics professors, influence students' Master's degree decisions. Female students are less likely to choose a Master's degree in economics and finance and the factors that influence their decisions are complex.
Women in Top Five Economics Publications (with Hélène Périvier)
We examine the choices of male and female students in higher education, holding fixed the field of study and accounting for individuals’ underlying academic ability. Examining undergraduate students’ choices in a yearlong, mandatory international exchange program, we find that average- and high-ability female students systematically choose less ambitious paths. On average, male students request universities that are better-ranked than what their true academic standing would suggest, whereas female students request universities that are worse than their academic standing. Using simple simulations, we consider the impact of other allocation rules on students’ assignments for the international exchange year. We find that both male and female students would be better-off on average if female students adopted more competitive behavior. We discuss how students’ experiences in higher education are likely to affect their academic trajectories, career opportunities and future earnings. We also discuss potential explanations for male and female students’ different behaviors.
What Are the Labor Market Benefits of Studying at Prestigious Schools? Evidence from French Journalists (with Clémence Aubert-Tarby & Octavio Escobar)
We study the labor-market benefits that the most prestigious journalism schools in France provide to their graduates. Using a unique dataset which includes all French journalists, we can trace where employers and newly minted graduates went to school. Students from top schools are more likely to benefit from permanent contracts and to earn higher wages in media outlets where the share of alumni from the same school is large. The analysis provides support for a network theory of higher education.
Gender Differences in Choices of Masters’ Degrees
A minority of women choose to complete a Master's degree in economics or finance. The goal of this paper is to provide a better understanding of the factors that influence female students' decisions to pursue a degree in these fields. To conduct this analysis, I use a database from a French university that specializes in social sciences, in which two economics courses are mandatory for all students in the first year of their undergraduate studies (introduction to microeconomics and introduction to macroeconomics). The database includes the academic trajectories of two cohorts of students. With this database, I study how several factors at the undergraduate level may influence students' decisions to pursue a Masters' degree in economics or finance, including students' performance in the introductory economics courses, students' math skills, grade competition among students in the mandatory first year classes, a match between instructor and student gender in these classes, and students' evaluations of their instructors in these classes. The results suggest that student performance in microeconomics and macroeconomics, as well as student satisfaction with macroeconomics professors, influence students' Master's degree decisions. Female students are less likely to choose a Master's degree in economics and finance and the factors that influence their decisions are complex.
Women in Top Five Economics Publications (with Hélène Périvier)
