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Negotiating a Better Future: How Interpersonal Skills Facilitate Inter-Generational Investment
Abstract
Using a randomized control trial, we examine whether offering adolescent girls non-material resources - specifically, negotiation skills -can improve educational outcomes in a low-income country. In so doing, we provide the first evidence on the effects of an intervention that increased non-cognitive, interpersonal skills during adolescence. Long-run administrative data shows that negotiation training significantly improved educational outcomes over the next three years. The training had greater effects than two alternative treatments (offering girls a safe physical space with female mentors and offering girls information about the returns to education), suggesting that negotiation skills themselves drive the effect. Further evidence from a lab-in-the-field experiment, which simulates parents' educational investment decisions, and a midline survey suggests that negotiation skills improved girls' outcomes by moving households' human capital investments closer to the efficient frontier. This is consistent with an incomplete contracting model, where negotiation allows daughters to strategically cooperate with parents.
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Ashraf et al. [2017] find that negotiation skills training led to long-run improvements in human capital outcomes of treated girls.
“They …nd that the negotiation skills training led to long-run improvements in human capital outcomes of treated girls”
From Women's Empowerment in Action: Evidence from a Randomized Control Trial in Africa (2020) · cites this paper as Ashraf et al. [2017]
Ashraf et al. [2017] find that the safe space program had no significant effect.
“but the safe space program had no signi…cant e¤ect.”
From Women's Empowerment in Action: Evidence from a Randomized Control Trial in Africa (2020) · cites this paper as Ashraf et al. [2017]
One possibility is that the unexplained portion captures the fact that ELA clubs also provide a safe space for girls, serving as a protected local space in which adolescent girls can meet, socialize, privately discuss issues of concern and continue to develop their skills, at a time of day that is after-school but in the afternoon when their parents might not be back from work.
“One possibility is that this unexplained portion captures the fact that ELA clubs also provide a safe space for girls. They serve as a protected local space in which adolescent girls can meet, socialize, privately discuss issues of concern and continue to develop their skills, at a time of day that is after-school but in the afternoon when their parents might not be back from work.”
From Women's Empowerment in Action: Evidence from a Randomized Control Trial in Africa (2020) · cites this paper as Ashraf et al. 2017
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Women's Empowerment in Action: Evidence from a Randomized Control Trial in Africa
Bandiera, O., Buehren, N., Burgess, R., Goldstein, M., Gulesci, S., Rasul, I., & Sulaiman, M. (2020) · American Economic Journal: Applied Economics · doi:10.1257/app.20170416 · Cited by 311
Metadata
- Authors
- Ashraf, N., Sarnoff, K., Moore, D., & Welch, K.
- Venue
- AEA Randomized Controlled Trials
- Publisher
- American Economic Association
- Published
- 2017-05-24
- OpenAlex
- W3195620500
- Cited by
- 18
- References
- 0
- Citations by year
- 2022: 2 · 2021: 2 · 2020: 2 · 2019: 5 · 2018: 2 · 2017: 2
- Type
- dataset
- Language
- en
- Open access
- closed
- Locations
- AEA Randomized Controlled Trials (publishedVersion)
- Topics
- Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › Experimental Behavioral Economics Studies
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Parental Involvement in Education
- Keywords
- negotiation skills, social skills, intergenerational investment, adolescent girls, educational outcomes, non-cognitive skills, human capital investment, incomplete contracting, returns to education, female mentors, low-income countries
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