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Last Published April 26, 2021 10:34 AM July 23, 2021 04:50 AM
Primary Outcomes (End Points) 1. Implicit gender-related stereotypes and beliefs through IAT. 2. Explicit gender views: (1) Self-reported gender-bias index (Anderson, 2008). (2) Elicited gender stereotypical thinking (Bian et al., 2017). 3. Gender difference in risk/ pro-sociality/equality preferences of parents and children. (1) Risk attitudes: the multiple-price list format (Eckel and Grossman, 2008 for adults, Andreoni et al., 2020 for children). (2) Loss aversion in risky choice tasks: Trautmann and Vlahu (2013), adapted from Fehr and Goette (2007), for adults. (3) Time preferences: the multiple-price list format (e.g., the IFLS design; Chuang and Schechter, 2015; Andreoni et al., 2019) for both adults and children. (4) Social preference: Sutter et al. (2018) for both adults and children. (5) Positive reciprocity and altruism: Falk and Hermle (2018) for adults. (6) Willingness to compete: Niederle and Vesterlund (2007) for both adults and children. (7) Cultural thought: analytic or holistic thinking, individualistic or collective thinking in Talhelm et al. (2014) for both adults and children. 1. Implicit gender-related stereotypes and beliefs through IAT. 2. Explicit gender views: (1) Self-reported gender-bias index (Anderson, 2008). (2) Elicited gender stereotypical thinking (Bian et al., 2017). 3. Gender difference in risk/ pro-sociality/equality preferences of parents and children. (1) Risk attitudes: the multiple-price list format (Eckel and Grossman, 2008 for adults, Andreoni et al., 2020 for children). (2) Loss aversion in risky choice tasks: Trautmann and Vlahu (2013), adapted from Fehr and Goette (2007), for adults. (3) Time preferences: the multiple-price list format (e.g., the IFLS design; Chuang and Schechter, 2015; Andreoni et al., 2019) for both adults and children. (4) Social preference: Chowdhury et al. (2020) for both adults and children. (5) Positive reciprocity and altruism: Falk and Hermle (2018) for adults. (6) Willingness to compete: Niederle and Vesterlund (2007) for both adults and children. (7) Cultural thought: analytic or holistic thinking, individualistic or collective thinking in Talhelm et al. (2014) for both adults and children. Histories of genesis legends and main gods/goddesses are collected to quantify cultural beliefs.
Experimental Design (Public) This project exploits the exogenous variation in culture caused by different ethnic groups. Ethnic groups are classified as patrilineal and matrilineal groups according to various culture-related (informal) institutions. These are based on SIGI categories (https://www.genderindex.org/methodology/), including discrimination in family (e.g., marriage arrangements and inheritance), restricted physical integrity (e.g., son preferences and domestic violence) and restricted access to productive and financial resources (e.g., intrahousehold decision making over finances and attitudes towards labour market participation). It is hypothesised that gender-biased institutions guiding succession would contribute to gender differences in social preferences and behaviour. This would be re-produced across generations and may become particularly relevant to children once they reach puberty. This project exploits the exogenous variation in culture caused by different ethnic groups. Ethnic groups are classified as patrilineal and matrilineal groups according to various culture-related (informal) institutions. These are based on SIGI categories (https://www.genderindex.org/methodology/), including discrimination in family (e.g., marriage arrangements and inheritance), restricted physical integrity (e.g., son preferences and domestic violence) and restricted access to productive and financial resources (e.g., intrahousehold decision making over finances and attitudes towards labour market participation). It is worth noting that in the study region, some ethnic groups historically originated from the same tribe, but over time some branches of the group developed more matrilineal while other branches established more patrilineal norm systems. This within ethnic group variation, together with the between ethnic group variation, constitutes a unique source of variation for identification in this project. It is hypothesised that gender-biased institutions guiding succession would contribute to gender differences in social preferences and behaviour. This would be re-produced across generations and may become particularly relevant to children once they reach puberty.
Keyword(s) Agriculture, Behavior, Education, Finance, Gender, Health, Labor, Welfare Agriculture, Behavior, Education, Finance, Gender, Health, Labor, Welfare
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