This paper examines the effectiveness of using asymmetric liability to combat harassment bribes. Asymmetric liability is a mechanism where bribe-takers are culpable but bribe-givers have legal immunity. Results from our experiment indicate that while this policy has the potential to significantly reduce corrupt practices, weak economic incentives for the bribe-giver, or retaliation by bribetakers can mitigate the disciplining effect of such an implementation. Asymmetric liability on its own may hence face challenges in the field.

Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, selfreported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.

Abstract:This paper uses data from artefactual field experiments and surveys conducted in 61 villages in India to examine whether men and women respond differently to women as leaders. We investigate the extent to which behavior towards female leaders is influenced by experience with women in leadership positions. We find evidence of significant male backlash against female leaders, which can be attributed to the transgression of social norms and in particular, a violation of male identity, when women are assigned to positions of leadership through gender based quotas. Increased exposure to female leaders reduces the extent of bias.

This paper uses random assignment of students to investigate the impact of study groups and roommates on academic achievement. We find that informal social interaction with roommates has a significant positive impact on academic achievement while study group peers have no discernible impact, a result driven by group heterogeneity in ability. We also find that lower ability students benefit from high ability students but not vice versa.

This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures. (JEL D63, D91, I21, J13, J16, 012)

This paper examines the intergenerational transmission of gender attitudes in India, a setting where discrimination against women and girls is severe. We use survey data on gender attitudes (specifically, views about the appropriate roles and rights of women and girls) collected from adolescents attending 314 schools in the state of Haryana, and their parents. We find that when a parent holds a more discriminatory attitude, his or her child is about 15 to 20 percentage points more likely to hold the view. As a benchmark, classmates' average gender attitudes have a similar effect size. We find that mothers influence children's gender attitudes more than fathers do. Parental attitudes also affect their children's aspirations; girls with more discriminatory parents are less likely to want to continue their schooling beyond high school.

Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, selfreported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended.

This paper examines the intergenerational transmission of gender attitudes in India, a setting where discrimination against women and girls is severe. We use survey data on gender attitudes (specifically, views about the appropriate roles and rights of women and girls) collected from adolescents attending 314 schools in the state of Haryana, and their parents. We find that when a parent holds a more discriminatory attitude, his or her child is about 15 to 20 percentage points more likely to hold the view. As a benchmark, classmates' average gender attitudes have a similar effect size. We find that mothers influence children's gender attitudes more than fathers do. Parental attitudes also affect their children's aspirations; girls with more discriminatory parents are less likely to want to continue their schooling beyond high school.