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Field
Last Published
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Before
November 30, 2022 04:30 PM
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After
January 23, 2023 05:31 AM
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Field
Intervention (Public)
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Before
The experiment targets Hungarian high schools with a large proportion of disadvantaged students. The intervention is a presentation given by a male and a female role model for 15-15 minutes each. Role models visit the schools at the same time and give a presentation during class time.
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After
The experiment targets Hungarian high schools with a large proportion of disadvantaged students. The intervention is a presentation given by a role model for 30 minutes. Role models visit the schools at the same time and give a presentation during class time.
CHANGE: The intervention initially consisted of two 15-15 minutes presentations given by a female and a male role model but we changed the intervention to a 30 minutes presentation given by one role model.
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Field
Experimental Design (Public)
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Before
In Period 1 (November - February), participating classes will receive an online survey that measures the outcome variables of interest at baseline as well as a set of control variables. Then individuals are randomized into treatment and control groups. We randomize individuals within classrooms. In Period 2 (two weeks later), the role models visit the school and give a presentation to the treatment groups, whereas the control group gets a test about their interests (based on Holland, 1985). Students within one class will be guided into two different rooms: the “role-model room” and the “aptitude room” (those names will not be used in front of the students). Students in the “role-model room” see two 15-minute role-model presentations after each other, one from a male and one from a female role model. During the same time, students in the “aptitude-test room” fill out the test about their interests. Immediately after the intervention, the students in both groups are asked to fill out a survey in which we measure their locus of control, belongingness, optimism, aspirations and expectations. We also measure students' interest in higher education by providing them with information material that they can download. We will record whether or not a student has clicked on the information link. In addition, students in the treatment group report how relatable the role model was. In Period 3 (end of the school year), we distribute a follow-up survey with the same questions as in Period 1. We also ask students to report whether they took the A-levels and whether they submitted their university applications. We will collect these data from the schools as well.
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After
In Period 1 (November - February), participating classes will receive an online survey that measures the outcome variables of interest at baseline as well as a set of control variables. Then individuals are randomized into treatment and control groups. We randomize individuals within classrooms. In Period 2 (two weeks later), the role models visit the school and give a presentation to the treatment groups, whereas the control group gets a test about their interests (based on Holland, 1985). Students within one class will be guided into two different rooms: the “role-model room” and the “aptitude room” (those names will not be used in front of the students). Students in the “role-model room” see a 30 minutes presentation given by a role model. During the same time, students in the “aptitude-test room” fill out the test about their interests. Immediately after the intervention, the students in both groups are asked to fill out a survey in which we measure their locus of control, belongingness, optimism, aspirations and expectations. We also measure students' interest in higher education by providing them with information material that they can download. We will record whether or not a student has clicked on the information link. In addition, students in the treatment group report how relatable the role model was. In Period 3 (end of the school year), we distribute a follow-up survey with the same questions as in Period 1. We also ask students to report whether they took the A-levels and whether they submitted their university applications. We will collect these data from the schools as well.
CHANGE: The intervention initially consisted of two 15-15 minutes presentations given by a female and a male role model but we changed the intervention to a 30 minutes presentation given by one role model.
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Field
Intervention (Hidden)
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Before
Role models are given guidelines concerning the content of their presentation as outlined below:
Instructions for the role models:
Your target audience:
High schoolers in Szerencs, most of them are attending vocational track
17-21 years olds
They are at the age when it would be reasonable to start thinking about future plans, be it education or careers
Education opens opportunities for these students but it is not clear why some of them decide to not pursue higher education
Your presentation:
The most important part of your presentation is to find points to which students can relate to
We outlined the presentation points below and included some questions which can help you identify which points are these
You will have 15 minutes to talk
Tell a few pieces of information about yourself (3-5 mins)
What is your name?
Where are you from?
What do you like doing in your free time? Think of things that you like doing, and it is very likely a teenager would also like
What are you doing now?
How did you manage to get to where you are now? (9-10 mins)
Give an overview: Did you study at a university? Did you have multiple jobs? Did you do internships?
Talk about: How did university prepare you for the job market?
Identify some of the struggles on the way, and state how you solved them
Was it hard to finance your studies?
Did you have to take care of family members?
Did you feel like you wouldn’t be fit for the field or university?
Other?
Was there anyone else in your environment who had the same struggles? (3-4 mins)
Say a few words about them, what were their struggles and how they managed to overcome them
This is important so that the students see that this is not a unique issue
Is there anything you’d like to say to the students? (remaining time)
Examples:
I wish I had known this when I was in high school…..
Say a few words about how it is to be going to university
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After
Role models are given guidelines concerning the content of their presentation as outlined below:
Instructions for the role models:
Your target audience:
High schoolers in Szerencs, most of them are attending vocational track
17-21 years olds
They are at the age when it would be reasonable to start thinking about future plans, be it education or careers
Education opens opportunities for these students but it is not clear why some of them decide to not pursue higher education
Your presentation:
The most important part of your presentation is to find points to which students can relate to
We outlined the presentation points below and included some questions which can help you identify which points are these
You will have 30 minutes to talk
Tell a few pieces of information about yourself (3-5 mins)
What is your name?
Where are you from?
What do you like doing in your free time? Think of things that you like doing, and it is very likely a teenager would also like
What are you doing now?
How did you manage to get to where you are now? (9-10 mins)
Give an overview: Did you study at a university? Did you have multiple jobs? Did you do internships?
Talk about: How did university prepare you for the job market?
Identify some of the struggles on the way, and state how you solved them
Was it hard to finance your studies?
Did you have to take care of family members?
Did you feel like you wouldn’t be fit for the field or university?
Other?
Was there anyone else in your environment who had the same struggles? (3-4 mins)
Say a few words about them, what were their struggles and how they managed to overcome them
This is important so that the students see that this is not a unique issue
Is there anything you’d like to say to the students? (remaining time)
Examples:
I wish I had known this when I was in high school…..
Say a few words about how it is to be going to university
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Field
Secondary Outcomes (Explanation)
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Before
Locus of control:
Based on the following, selected subsample of the Rotter (1966) scale of locus of control previously used by Gábor Kertesi & Gábor Kézdi in the Hungarian Life Course Survey, 2006-2012, Tárki Research Institute. Locus of control is the sum of the internal locus of control statements chosen (indicated with “I”) below.
I - What happens to me is mainly up to me. OR E - I often feel that it is not up to me how my life turns out
I - What I plan, I usually carry out. OR E - It's not always wise to plan too far ahead, a lot depends on luck anyway.
I - Luck has little to do with whether I get what I want. OR E - In many cases, we might as well throw money around to decide what to do.
E - I often feel I have little influence over what happens to me.OR I - I can't believe that luck or chance can play a major role in my life.
Belongingness:
We calculate an index of the following 4 questions about belongingness based on (Yeager et al. 2016) which are based on a 5-point Likert scale. We are using a dedicated measurement model in which we anchor the common factor in item 1.
I am sure that I could fit in at university.
When I'm struggling in high school, I wonder if I'll be able to fit in when I get to college. (R)
I think that people in universities and colleges would like it.
I think that I would not belong in a university or college. (R)
Perceived Importance of Education:
On a scale from 0-100 how much do you agree to the statement “ I think it is important to go to school”?
Optimism:
Students provide probabilities to the following 2 questions (Gábor Kertesi & Gábor Kézdi Hungarian Life Course Survey, 2006-2012, Tárki Research Institute)
What do you think is the probability of: at the age of 35, you will be earning more than the average?
What do you think is the probability of: after finishing your education, you will find a regular job?
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After
Locus of control:
Based on the following, selected subsample of the Rotter (1966) scale of locus of control previously used by Gábor Kertesi & Gábor Kézdi in the Hungarian Life Course Survey, 2006-2012, Tárki Research Institute. Locus of control is the sum of the internal locus of control statements chosen (indicated with “I”) below.
I - What happens to me is mainly up to me. OR E - I often feel that it is not up to me how my life turns out
I - What I plan, I usually carry out. OR E - It's not always wise to plan too far ahead, a lot depends on luck anyway.
I - Luck has little to do with whether I get what I want. OR E - In many cases, we might as well throw money around to decide what to do.
E - I often feel I have little influence over what happens to me.OR I - I can't believe that luck or chance can play a major role in my life.
Belongingness:
We calculate an index of the following 4 questions about belongingness based on (Yeager et al. 2016) which are based on a 5-point Likert scale. We are using a dedicated measurement model in which we anchor the common factor in item 1.
I am sure that I could fit in at university.
When I'm struggling in high school, I wonder if I'll be able to fit in when I get to college. (R)
I think that people in universities and colleges would like it.
I think that I would not belong in a university or college. (R)
Perceived Importance of Education:
On a scale from 0-100 how much do you agree to the statement “ I think it is important to go to school”?
Optimism:
We create an index that contains the standardized value of the responses to the three questions below. We will put equal weights on each of the three items.:
Students provide probabilities to the following 2 questions (Gábor Kertesi & Gábor Kézdi Hungarian Life Course Survey, 2006-2012, Tárki Research Institute)
1) What do you think is the probability of: at the age of 35, you will be earning more than the average?
2) What do you think is the probability of: after finishing your education you will find a regular job?
3) We measure students' expected own returns as the gap between earnings with and without a higher educational degree based on the following question:
What do you think your average net monthly earnings would be at the age of 25 on a scale ranging from 0 to 800,000 HUF (or more) in Hungary, if …
... you do not have higher education (university, college)
... you do have higher education (university, college)
CHANGE: We added own returns to education measured as a gap between earnings with and without a higher educational degree. We also added that we create an index to evaluate these three questions.
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