8/ We propose a theoretical framework where the value of attention to the environment depends on perceived stability, shaped through cultural transmission of ancestral experiences.

6/ Across all specifications, we find a U-shaped relationship! Both highly stable and highly unstable ancestral climates lead to greater attention to the environment today, while intermediate variability results in lower attention.

5/ We construct a measure of ancestral climate variability—capturing deviations from normal temperatures for each ancestral generation—and study its effect on self-reported attention to the environment from WVS and level of environmental themes in folklore. 🌱📜

4/ We match historical temperature data (1600–1920s) with ethnic group locations from Murdock’s Ethnographic Atlas. Using Ethnologue, we link World Value Survey respondents to their ethnic groups via their mother tongue & incorporate folklore data. 📖

1/ Ever wondered if your ethnic ancestors' climatic experiences shape how you think about the environment today? 🌍🔥

In a new WP with Cesar Barilla, we find a U-shaped link between ancestral climate variability & attention to the environment today.

#Climate #Culture #EconSky

12/ 🏫 Implications:
Educators face a tradeoff:

- Pair isolated students with each other → boost individual outcomes but limit classroom-wide integration.

- Pair most isolated students with popular peers → foster classroom cohesion but risk harming self-esteem for some.

10/ But at the classroom level, a different pattern emerges. In classrooms with more isolated-popular pairings, overall social cohesion improves, increasing the number of friendship nominations for isolated students. But there are no significant improvements in their socio-emotional skills.

7/ 🪑 In Stage 1, I randomize desk pairings within classrooms: some low-popularity students are paired with other isolated peers, others with more popular peers.

In Stage 2, I vary the proportion of these pairings across classrooms to alter overall classroom dynamics.

Results?

6/ I collect data from students on their:
📚 Friendship/help networks
🎓 Classroom experiences
🧠 Socio-emotional skills

Using peer nominations, I categorize students into 3 popularity levels: low (isolated), medium, and high.

5/ To see what works best, I independently recruit and conduct a 2-tier randomized intervention with 12,842 students in 381 classrooms across 13 Indian cities. 🇮🇳

3/ 🎓 Isolated students face significant academic and socio-emotional challenges. Teachers often pair them with popular peers to foster connections. But does this strategy actually work?

1/ 🤔 Ever wondered if pairing socially isolated students with popular peers helps or hurts their outcomes?

My job market paper explores this through a large-scale RCT across Indian schools.

Thread below 🧵

#EconSky #EconJobMarket #JMP