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  5. CSMGEP 2025 Dissertation Session
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CSMGEP 2025 Dissertation Session

Paper Session

Friday, Jan. 3, 2025 8:00 AM - 10:00 AM (PST)

Hilton San Francisco Union Square, Continental Ballroom 7&8
Hosted By: American Economic Association & Committee on the Status of Minority Groups in the Economics Profession
  • Chairs:
    Isaiah Andrews, Massachusetts Institute of Technology
  • Luisa Blanco, Pepperdine University

The Effect of Intimate Partner Violence (IPV) on the Mental Health of Children in IPV Households: Evidence from Ghana

Ami Adjoh-Baliki
,
Howard University

Abstract

The literature that examines the relationship between intimate partner violence (IPV) and the mental health of children exposed to IPV generally has four features: The studies mostly employ cross-sectional data, the sample sizes are small and non-representative of the populations, the analysis focuses on developed countries, and the results are based on correlations. Thus, these results cannot be extended to the general population and, therefore, have limited policy implications. This research contributes to the literature by employing nationally representative longitudinal data from Ghana's Socioeconomic Panel Surveys (GSPS) to examine the causal effect of emotional IPV (EIPV) on the mental health of children who reside in EIPV households. The analysis employs data from three survey waves conducted in 2010, 2014, and 2018, covering up to 1,768 children aged between 12 and 18 from 1544 households. The results indicate that EIPV has a robust adverse causal effect on the mental health of children, with children from EIPV households being about 1.5 times more likely to experience depression than their peers from non-EIPV households. The study emphasizes the importance of prompt and effective intervention policies that can mitigate and prevent the adverse effects of EIPV on children's mental health. The paper makes four contributions to the existing literature. First, it adds to the scant literature that examines the effect of IPV on children’s mental health in developing countries. Second, it is the first paper to focus on a Sub-Saharan African country. Third, it employs a large sample from nationally representative longitudinal data, and the analysis considers confounding factors that may impact children’s mental health. Lastly, it includes a systematic literature review of the studies that examine the relationship between children's exposure to IPV and their mental health. To our knowledge, this is the first systematic review of this important topic.

The Effects of Privacy Regulation on the Supply of Stolen Data

Anderson Frailey
,
University of Virginia

Abstract

Individuals are constantly generating streams of data collected by businesses, educational institutions, data brokers, and many other organizations. These organizations are regularly targeted by cyber criminals attempting to steal that data in order to exploit or sell it in online markets. In this paper I use a novel dataset of data breaches to study the effects of the European Union's General Data Protection Regulation (GDPR), a policy governing the collection and storage of user data, on the quantity of data available in the illicit market. Using a difference-in-differences design, I find that the GDPR caused a 60 percent reduction in the number of data breaches traded, but no reduction in the aggregate amount of data available. Analyzing the contents of the individual breaches, I find a nearly 70 percent increase in the amount of data they contain. The model I present in the paper shows that these results are consistent with low-value hacking targets becoming disproportionally less valuable after the GDPR, which in turn causes higher-value targets to make up a larger portion of post-GDPR data breaches.

Safety for Whom? How Law Enforcement and School Resource Officer Training Impacts Racial Gaps in School Exclusionary Discipline

Monique E. Davis
,
University of Minnesota

Abstract

Do race-neutral school safety policies have race-neutral impacts? In this paper, I present novel findings on the effects of statewide law enforcement credential and special training requirements for school resource officers (SROs) on Black-White gaps in suspensions, expulsions, law enforcement referrals, and school-related arrests (i.e., school exclusion). I answer these questions using data from the U.S. Department of Education's Office for Civil Rights' 2013-14 through 2020-21 Civil Rights Data Collection school-level surveys and supplementary sources. The study leverages state and time variation in adopting SRO credential and training statutes between 2014-15 and 2020-21. The analysis compares Black-White school exclusion gaps in majority and minority Black middle and high schools with SROs between treated and untreated schools. I estimate average treatment effects on the treated using an advanced difference-in-difference method, clustered by state. The results indicate that requiring SROs to hold sworn law enforcement credentials more than doubles racial gaps in suspensions and law enforcement referrals in majority Black schools but not in minority Black schools and that SRO training policies have no significant relationship with racial school exclusion gaps. I then evaluate whether racial differences in school exclusion outcomes result from individual behaviors and cultural norms or structural factors like systemic discrimination—the first study to assess whether individualist or structuralist explanations underlying the relationship between SROs and racial disparities in school discipline better explain the findings. The findings suggest the need for structural, race-conscious policy changes to address racial disparities in school discipline.

Gender Bias and Labor Market Outcomes: Evidence From an Online Tutor Platform

Ini Umosen
,
University of California

Abstract

Many educator markets feature significant gender imbalance. The majority of k-12 teachers are female, while most university professors are male. Academic subjects can also be stereotypically associated with a particular gender, for example men and math and women and English/language arts. This paper explores the interaction between educator gender, student gender, and academic subject. On an online freelance tutor platform, there is no gender rate gap among English tutors. However, women charge 7% higher rates than men when the subject is math. Another measure, the number of 5-star ratings per hour taught, yields similar findings, with the relative performance of female tutors being better in math than English. Suggestive evidence implies that these results, which seem to go against gender stereotypes, can be explained by a combination of gender imbalance among math tutors (only 1/3 are women), and math students having particularly strong preferences for matching the gender of his or her tutor. As a whole, the findings suggest that the gendered nature of academic subjects has the ability to impact educator labor market outcomes.

Discussant(s)
Aisha Yusuf
,
Allegheny College
Samuel Goldberg
,
Stanford University
Dania Francis
,
University of Massachusetts-Boston
Juanna Joensen
,
University of Chicago
JEL Classifications
  • J1 - Demographic Economics
  • K4 - Legal Procedure, the Legal System, and Illegal Behavior