Research Papers

We used the Current Population Survey and a synthetic control method to examine the impact of the Alaska Permanent Fund dividend on employment and part-time work.

We aimed to assess whether the annual cash dividend influenced overall employment levels and part-time work, providing insights into the economic effects of universal cash transfers.

Our findings suggest that a universal and permanent cash transfer can stimulate the local economy without significantly decreasing aggregate employment, offering valuable evidence for policymakers considering similar programs.

We conducted a 2-year randomized clinical trial involving 4834 employees at the University of Illinois at Urbana-Champaign to evaluate the effects of a comprehensive workplace wellness program on health, health beliefs, and medical use.

We aimed to determine whether such programs improve employee health and reduce medical costs, as randomized evaluations of workplace wellness program efficacy are rare.

Our study provides evidence that while the program did not significantly impact clinical health outcomes or medical use, it positively influenced health beliefs and increased the number of employees reporting having a primary care physician, offering insights for employers considering similar initiatives.

We investigated the impact of the Social Security Annual Earnings Test (AET) on employment decisions of older Americans using a differences-in-differences design.

We aimed to understand how the AET, which reduces benefits for earnings above a certain amount, affects employment rates among older Americans nearing retirement age.

Our findings indicate that the AET significantly decreases employment rates among those aged 63-64, providing critical insights for policymakers on the labor market effects of Social Security policies.

We evaluated hypotheses about education’s impact on beliefs about racial inequality using cross-sectional, sibling, and panel models. Analyzing data from the General Social Survey (GSS), the 1994 Study of American Families, and the 2006–2010 GSS panels, we assessed whether education promotes structural explanations for racial disparities or if observed effects are superficial and influenced by unobserved factors.

We aimed to clarify conflicting perspectives on education’s influence on racial attitudes: whether it genuinely fosters more enlightened views or if associations are superficial and due to unobserved biases. By employing different models and datasets, we sought to disentangle these complexities and provide a nuanced understanding of education’s role in shaping beliefs about racial inequality.

Our findings suggest that while cross-sectional analyses indicate education promotes structural explanations for racial inequality, sibling and fixed-effects models suggest these effects may be superficial and inflated by unobserved factors. This challenges simplistic interpretations and underscores the need for careful methodological considerations in studying the relationship between education and racial attitudes.

We empirically evaluated critiques of class analysis related to aggregate classes defined by workplace ownership and authority relations. We examined whether these classes differ from those based on the technical division of labor and assessed class differences in life conditions and political attitudes over time.

We aimed to address arguments that class differences have declined or decomposed into smaller occupational differences. By focusing on aggregate classes based on workplace ownership and authority, we sought to clarify whether these class distinctions remain significant and distinct from those based on the technical division of labor.

Our findings show that aggregate ownership-and-authority class differences in life conditions and political attitudes are significant and persistent, even within disaggregate occupational classes. These results challenge claims about the decline or decomposition of class perspectives and highlight the continued relevance of class analysis in understanding social and economic inequalities.

We examined the impact of verbal ability on racial attitudes, including anti-black prejudice, beliefs about racial equality in principle, and support for racial policies.

We aimed to test competing theories about the role of cognitive abilities in shaping racial attitudes. Specifically, we assessed whether higher verbal ability fosters genuine racial tolerance and support for equality or merely facilitates a refined, yet ultimately supportive, ideology that maintains racial inequalities.

Our findings indicate that high-verbal-ability whites are less likely to hold prejudiced attitudes and more likely to support racial equality in principle. However, they are not more inclined to support policies aimed at addressing racial inequality, suggesting that while verbal ability contributes to ideological refinement that rejects overt prejudice, it does not translate into support for substantive policies.

We introduced and analyzed linear social interactions models, which capture how individual decisions are influenced by the behavior of others in their social networks.

Our goal was to understand the dynamics of social interactions and their impact on economic phenomena like cultural diffusion and collective behavior.

We provide a powerful tool for analyzing social interactions and their consequences for various economic and social issues.

We provide a systematic analysis of identification in linear social interactions models. We develop an incomplete information game that describes individual choices in the presence of social interactions.

The theoretical models used to study social interactions are distinct from the econometric environments in which identification is studied, while empirical work generally does not systematically exploit the implications of theory and econometrics for formulating data analyses. This paper aims to facilitate the integration of the theoretical, econometric, and empirical sides of the social interactions literature.

While the proposition that individuals are subject to social influence states the obvious, the study of social influences on individual behavior in economics is a relatively recent phenomenon. In the last two decades, however, a rich theoretical, econometric, and empirical literature in social economics, has emerged.

We discussed the importance of incorporating process and context into economic models of individual choice behavior.

We aimed to improve the accuracy and realism of economic models by taking into account the dynamics of decision-making and the influence of context.

We advocate for more nuanced and context-aware models of economic behavior, acknowledging the influence of cognitive and social factors on individual choices.

We analyzed how education influences beliefs about racial stereotypes, discrimination awareness, and support for affirmative action policies among whites, Asians, Hispanics, and blacks.

We aimed to fill gaps in existing research that predominantly focuses on white attitudes toward blacks, neglecting other minority populations.

Our findings reveal that higher education levels among whites, Hispanics, and blacks are associated with rejecting negative stereotypes and increased awareness of discrimination against minorities. However, education does not uniformly increase support for affirmative action policies across all racial groups, highlighting complex dynamics influenced by racial hierarchy positions.