Working Papers

Die 'The Politics of Inequality' Working Papers dienen zur Weitergabe von Forschungsergebnissen aus der laufenden Arbeit vor der eigentlichen Veröffentlichung. Aufnahme eines Papiers in die Working Paper-Reihe ist nicht gleichbedeutend mit einer Veröffentlichung und sollte für die Veröffentlichung in einem anderen Organ keinen Hinderungsgrund darstellen. Die Working Papers, die vom Cluster herausgebracht werden, repräsentieren die Ansichten der betreffenden Autorschaft, nicht des Clusters als Ganzem.

Working Paper Series N° 12 | Januar 2023

Stefan Maurer, Guido Schwerdt, Simon Wiederhold (2023)

Abstract:

We study whether female students benefit from being taught by female professors, and whether such gender match effects differ by class size. We use administrative records of a German public university, covering all programs and courses between 2006 and 2018. We find that gender match effects on student performance are sizable in smaller classes, but do not exist in larger classes. This difference suggests that direct and frequent interactions between students and professors are important for the emergence of gender match effects. Instead, the mere fact that one’s professor is female is not sufficient to increase performance of female students.

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Working Paper Series N° 11  |  Dezember 2022

Luna Bellani, Ariane Bertogg, Nevena Kulic, Susanne Strauß (2022)

Abstract:

The increase in inequalities during the ongoing COVID-19 pandemic has been the topic of intense scholarly and public debate. School closures are one of the containment measures that have been debated most critically in this regard. What drives support for school and daycare/kindergarten closures during a public health crisis such as the current COVID-19 pandemic? More specifically, do inequality concerns affect this support? To identify causal linkages between awareness of inequalities and support for school and daycare/kindergarten closures, we use a survey experiment with information treatment, in which we randomly assign information designed to prime the respondents to think about either education inequality, gender inequality, or both. Based on an original survey experiment involving more than 3,000 respondents, conducted in spring 2021 at the end of a long lockdown in Germany, our findings show that concerns about education inequality and gender inequality are equally important for decreasing support for preschool and primary school closures, while they do not seem to matter regarding secondary school closures.