Bard College Bard Digital Commons Senior Projects Spring 2018 Bard Undergraduate Senior Projects Spring 2018 Girls' Education: A Behavioral Analysis Syeda Zahra Ahmed Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2018 Part of the Economics Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Ahmed, Syeda Zahra, "Girls' Education: A Behavioral Analysis" (2018). Senior Projects Spring 2018. 128. https://digitalcommons.bard.edu/senproj_s2018/128 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Girls' Education: A Behavioral Analysis A Senior Project submitted to The Division of Social Studies of Bard College by Syeda Zahra Ahmed Annandale-on-Hudson, New York May, 2018 Abstract Universal education has been an international development goal for a very long time, and gaps still exist in gender parity in developing countries. This project aims to address the fact that while the provision of affordable and accessible education in- stitutions have seen great successes in the past, perhaps the way forward now is to analyze the demand side issues. Due to cultural norms, demand for girls' education in developing countries is lacking. The first part of the paper explores the psychological constraints of present bias, role model effect and stereotype threat in the context of girls' educational demands. The second part of the paper analyzes several randomized control trials (RCTs) with the lens of behavioral economics, and then proposes a new RCT to test the role model effect on primary school girls in rural Bangladesh. The proposal calls for the distribution of short stories that portray empowered women to young girls, with the hopes that this will create a virtuous cycle of empowered women acting as role models for younger generations in the long run, while short term effects will be measured on the basis of changes in aspirations. Contents Abstract 1 Dedication 4 Acknowledgments 5 Plagiarism Statement 6 1 Introduction 7 2 Disconnect in Supply and Demand 10 2.1 General Framework . 10 2.2 Supply Side Solutions . 12 2.3 Gaps in Demand . 15 3 Behavioral Economic Theory 18 3.1 Introduction to Behavioral Economics . 18 Contents 3 3.2 Theory in Context . 28 3.3 Intertemporal Choice . 29 3.4 Heuristics . 33 4 Analysis of Randomized Controlled Trials 38 4.1 Introduction to Randomized Controlled Trials . 38 4.2 Present Bias . 40 4.3 Conditional Cash Transfers . 43 4.4 Role Model Effect . 48 4.5 Stereotype Threat . 53 5 RCT Proposal 56 5.1 Aim and Context . 56 5.2 Design . 59 5.3 Expected Behavioral Mechanisms . 62 5.4 Expected Results and Implications . 64 6 Conclusion 66 Dedication To Nanu, for being a champion of women's empowerment. Acknowledgments First, I would like to thank my advisor, Sanjaya DeSilva, for trusting me, encouraging me, and helping me find something I am truly passionate about. I would like to thank Bard College for teaching me resilience, and giving me the opportunity to meet the most amazing people. I would like to thank my parents for their endless love and support through everything. And finally I'd like to thank my brother for making me laugh, and Ahnaf for making me strong. Plagiarism Statement I have written this project using my own words and ideas, except otherwise indicated. I have subsequently attributed each word, idea, figure and table which are not my own to their respective authors. I am aware that paraphrasing is plagiarism unless the source is duly acknowledged. I understand that the incorporation of material from other works without acknowledgment will be treated as plagiarism. I have read and understand the Bard statement on plagiarism and academic honesty as well as the relevant pages in the Student Handbook. Syeda Zahra Ahmed 1 Introduction Universal education has been an international development goal for a very long time. Countries boast the success of primary education improvement rates, but gaps in the system still exist. If children are the future, then reducing the gender disparity in education might just be the key to starting a virtuous cycle of women empowerment for years to come. Extensive efforts in helping the cause have been not gone unnoticed; governments and policymakers all over the world have agreed to address the issue of universal education. However, knowledge is always progressing, and we have to keep updating our methods to make sure that the most efficient and effective solutions are being conducted. This project aims to address the fact that while the provision of affordable and more accessible education institutions have seen great successes in the past, perhaps the way forward now is to analyze the demand side issues. It is evident in developing countries that the supply side solutions are not being met with sufficient demand when it comes to education for girls. This could be the result of cultural environments and social 1. INTRODUCTION 8 norms that perpetuate a gender gap in empowerment. With the rise of behavioral economics, we can depart from neoclassical theory and look at the problem in a new lens. Behavioral economists study the psychological constraints that people face when making decisions. These behavioral mechanisms that constrain ones' ability to make rational decisions might be the answer to why there is a disconnect between the supply and demand of education in developing countries. I start with an overview of the general framework of what has been done so far and what evidence shows to be successful in increasing female educational attainment. Chapter two summarizes supply side solutions into four categories; making schools more affordable, garnering community support for rural schools, making schools more female friendly, and increasing the quality of education. Interventions that fall under these categories will generally increase female enrollment, attendance, and prolong their education continuity. Chapter two also introduces some of the reasons why demand can falter; informational asymmetries, lack of financial access, and behavioral mechanisms. This leads us to chapter three which is a review of behavioral economics, and its di- vergence from neoclassical theory of rational choice. In this paper, I define `rational' as behavior that can be modeled or predicted. Therefore, to say that that behavioral economics does not align with rational choice theory is not to say that the former assumes irrational behavior, since it can still be modeled. The rational choice the- ory refers to a very specific set of principles, which are being fully informed, being atomistic, having fixed and exogenous preferences, and following a consistent logic. Behavioral economics is a departure from this set of principles, not rationality in itself. The concepts of System 1 and System 2 thought processes are applied to the problem at hand, gender gap in education. In the absence of perfect information, time con- 1. INTRODUCTION 9 straints, cognitive constraints, and other barriers that keep us from the neoclassical `rationalism', humans rely on the workings of System 1, the fast and reflexive thought processes. Some of the System 1 biases and heuristics are explored in the context of development and education; (1) intertemporal choice (present bias), (2) availability heuristic and representativeness heuristic (role model effect and stereotype threat). Chapter four explores randomized control trials (RCTs) in the lens of behavioral mechanisms in order to dissect all the psychological processes in play in the exper- iments. I specifically look at RCTs that involve the present bias, role model effect, stereotype threat, as well as some that address liquidity constraints (which is not behavioral, but it inspires the following chapter). Chapter five is where I design my own RCT in order to find evidence of the role model effect. The RCT intervenes by distributing short story booklets depicting independent, educated and empowered women, to primary school students and parents. The role model effect was chosen because it has the most potential to create a virtuous cycle of womens empowerment. One intervention would turn the target participants into role models for the next generation. 2 Disconnect in Supply and Demand 2.1 General Framework The benefits of educating women are endless; it leads to women's empowerment in educational attainment and labor force participation, better maternal health as well as childrens health, more sustainable families, household income growth, democracy, and productivity. Despite this, there is still a very large gender disparity in education in developing countries, particularly in the poorer and rural regions of sub-Saharan Africa, the Middle East, and South Asia. When education is not made into a manda- tory and free public good, the decision to send children to school falls on parents and guardians, and for them the cost-benefit analysis is not as clear as we can see it from all the way here, on the other side of the world. In their book What Works in Girls' Education: Evidence and Policies from the Developing World, Barbara Herz and Gene Sperling describe the reason for this is because the benefits of educating daughters are \less clear and more distant," because 2. DISCONNECT IN SUPPLY AND DEMAND 11 in the most traditional family setting in a developing country, daughters \marry out of their families and join their husbands'," and so \parents doubt how much they will benefit from having more-educated girls,"1.