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Field
Trial Title
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Before
Intergenerational Transmission of Conservative Social Norms: Experimental Evidence from Pakistan
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After
Intergenerational Transmission of Gender Norms: Experimental Evidence from Pakistan
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Abstract
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Before
Recognition-respect across cultural boundaries can be affected by civil servants. We evaluate the causal effects of scaleable ways to train empathy to public sector workers. We collaborate with a network of schools in Pakistan to train teachers and measure their own and their students’ preferences, attitudes, and beliefs linked to administrative data on student outcomes. We horserace different schools of thought on training empathy: utilitarian value of empathy, malleability of empathy, social norms, and by curriculum.
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After
Recognition-respect across cultural boundaries can be affected by civil servants. We evaluate the causal effects of scaleable ways to foster more progressive gender norms. We collaborate with a network of schools in Pakistan to train teachers and measure their own and their students’ preferences, attitudes, and beliefs linked to administrative data on student outcomes. We horserace different ways progressive gender norms can be fostered by training empathy, using medium of visual narrative and by curriculum. In addition, based on a recent meeting with our collaborating network of schools, we now also intend to investigate potential costs associated with fostering more progressive gender norms among teachers, in terms of stress and domestic violence.
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Last Published
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Before
November 13, 2022 09:18 AM
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After
November 13, 2022 12:21 PM
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Intervention (Public)
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Before
In this study, we test different ways of training soft skills in teachers and students and evaluate its impact on attitudes, preferences and test scores.
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After
In this study, we test different ways of training soft skills in teachers and students and evaluate its impact on attitudes, preferences and test scores. Using a random number generator, we will randomly assign 607 teachers to one of the following treatment arms: (i) utilitarian treatment (121 teachers); (ii) malleability treatment (121 teachers); (iii) visual narrative treatment (122 teachers) (iv) joint visual narrative and gender-rights curriculum treatment (121 teachers) and (v) the control treatment was provided information on procedures to open a bank account in Pakistan (122 teachers). Baseline, midline, and endline surveys are to be conducted every 6 months. We will also cross-randomize teachers to organize students within their classes in mixed-gender or same-gender study groups for their mathematics classes. We assess impact on these treatments on gender attitudes, stress and violence.
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Primary Outcomes (End Points)
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Before
attitudes, beliefs, preferences, student outcomes
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After
attitudes, beliefs, preferences, student outcomes, stress.
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Primary Outcomes (Explanation)
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Before
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After
Attitudes are measured by gender rights index based on a 16 question survey for teachers, we also measure implicit gender bias by using the gender IAT and stress by self-reported stress and plasma cortisol concentrations.
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Experimental Design (Public)
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Before
Treatment arm 1: Utilitarian value of soft-skills. Treatment arm 2: Malleability value of soft-skills. Treatment 3: Movie emphasizing gender rights. Treatment 4. Movie emphasizing gender rights with in-class discussions of message of the movie. Treatment 5: Placebo - Economics lecture
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After
Using a random number generator, we will randomly assign 607 teachers to one of the following treatment arms: (i) utilitarian treatment (121 teachers); (ii) malleability treatment (121 teachers); (iii) visual narrative treatment (122 teachers) (iv) joint visual narrative and gender-rights curriculum treatment (121 teachers) and (v) the control treatment was provided information on procedures to open a bank account in Pakistan (122 teachers). Baseline, midline, and endline surveys are to be conducted every 6 months. We will also cross-randomize teachers to organize students within their classes in mixed-gender or same-gender study groups for their mathematics classes. We assess impact on these treatments on gender attitudes, stress and violence. Treatment arm 1: Utilitarian value of soft-skills in teaching. Treatment arm 2: Malleability value of soft-skills in teaching. Treatment 3: Movie emphasizing gender rights (Bol Movie). Treatment 4. Movie emphasizing gender rights with in-class discussions of message of the movie and gender studies curriculum. Treatment 5: Placebo - Economics lecture.
More broadly, our interventions study, how are rights revolutions transmitted in societies? What prevents rights revolutions from taking root? We examine if progressive gender attitudes can materialize in a school using a visual narrative (a movie) delivered to teachers and whether combining the visual narrative with a semester-long gender studies course that the teachers then teach compounds the impact on teachers and students, both on gender attitudes and student test scores. We also study if there are cost associated with holding more progressive gender attitudes in terms of stress and domestic violence.
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Randomization Unit
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Individual
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Individual (by teacher)
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Sample size (or number of clusters) by treatment arms
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Before
121 teachers - empathy malleable, 121 teachers - empathy utilitarian, 121 teachers - gender rights, 122 teachers - placebo, 122 teachers - teach gender rights
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After
121 teachers - empathy malleable, 121 teachers - empathy utilitarian, 121 teachers - gender rights movie, 122 teachers - placebo, 122 teachers - gender rights movie and teach gender rights to students
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