Objectives This article offers new evidence on whether stalking damages the mental health of female victims. This study advances the literature by accounting for age of initial stalking victimization, mental health status prior to being stalked, and exposure to other forms of traumatic victimization. Methods Using logistical analysis, we utilize data drawn from three large national data sets. Results We find that being the victim of stalking as a young adult, ages 18–45, significantly increases the odds of initial onset of psychological distress; however, this is not the case for victims ages 12–17. Conclusions Stalking has emerged as a deeply disturbing public issue because of its prevalence and the fear it creates in victims. Unfortunately, little is known about the psychological consequences of being stalked because the emerging literature typically is based on small, nonrandom samples. Our findings highlight the benefits of reducing stalking and the importance of supporting victims.

Recent evidence suggests that exposure to a larger share of Limited English (LE) students is associated with a slight decline in performance for students at the top of the achievement distribution. In this paper we explore whether LE peer effects differ by gender and race. Utilizing school-by-year fixed effect methods that allow us to address possible endogeneity with respect to the schools students attend, we find evidence of heterogeneous peer effects of LE students on natives. Specifically, we find no LE student peer effects on females' achievement in math and reading but significant negative effects on males and black students.

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