Can Inclusive Education Programs Reduce Gender and Racial Discrimination in the Labor Market?
Last registered on December 18, 2019

Pre-Trial

Trial Information
General Information
Title
Can Inclusive Education Programs Reduce Gender and Racial Discrimination in the Labor Market?
RCT ID
AEARCTR-0003842
Initial registration date
December 17, 2019
Last updated
December 18, 2019 10:52 AM EST
Location(s)

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Primary Investigator
Affiliation
University of Connecticut
Other Primary Investigator(s)
PI Affiliation
University of Connecticut
PI Affiliation
Universidad del Pacífico
Additional Trial Information
Status
In development
Start date
2019-03-15
End date
2020-05-31
Secondary IDs
Abstract
This correspondence study will evaluate the nature of labor market discrimination of the indigenous population of a Latin American country. Previous correspondence studies in the same country found that the callback rate for white men and women applying to jobs was significantly higher than that of indigenous men and women, with the largest gap existing between white men and indigenous women (Galarza and Yamada, 2014). To further assess the level of statistical discrimination compared to taste-based discrimination present in this country's labor market, the study will test a nationwide education initiative's effectiveness as a signal of high aptitude and competency when participation in said program is placed on a CV. We will do this by sending fictitious CVs to vacancy job postings in urban areas of the country, two male and two female per job listing. We will randomly assign the signaling of aptitude and competency via education program participation to candidates.
External Link(s)
Registration Citation
Citation
Agüero, Jorge, Francisco Galarza and Mary Vlamis. 2019. "Can Inclusive Education Programs Reduce Gender and Racial Discrimination in the Labor Market?." AEA RCT Registry. December 18. https://doi.org/10.1257/rct.3842-1.0.
Experimental Details
Interventions
Intervention(s)
Randomly assigned one applicant in the pair that applies to a job with participating in education inclusion program.
Intervention Start Date
2019-03-15
Intervention End Date
2020-05-31
Primary Outcomes
Primary Outcomes (end points)
Callback rates (employers calling the fictitious job candidates because they are interested in hiring them/interviewing them)
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
This study follows a correspondence study design approach. Fictitious CVs will be sent to employers who listed job openings in the job markets we are observing. Four CVs will be sent to each employer: one man and one woman with treatment, and one man and one woman without treatment. The candidates that receive the treatment, which is the participation in an honorable education program, will be randomly selected. Callback rates for the CVs will be observed and recorded.
Experimental Design Details
Not available
Randomization Method
Done in office by a computer
Randomization Unit
Individual Job Applicant
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
1,000 job postings
Sample size: planned number of observations
4,000 CVs
Sample size (or number of clusters) by treatment arms
2,000 CVs with treatment, 2,000 CVs without treatment
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
UConn Institutional Review Board
IRB Approval Date
2019-01-07
IRB Approval Number
H18-256