1. 1. Marriage and the labour market
[***] Pencavel, J. (1998). ‘Assortative mating by schooling and the work behavior of , 88(2): 326-329.
[**] Abramitzky, R.; Delavande, A.; Vancoscelos, L. (2011). ‘Marrying up: the role of sex ratio in assortative matching’, American Economic Journal: Applied Economics, 3: 124-157. [Student presentation].
Becker, G.S. (1991). ‘Assortative mating in marriage markets’ (Chapter 4) in A treatise on the family. Harvard University Press, Cambridge (enlarged edition)
Ermisch, J. (2003). ‘Matching in the marriage market’ (Chapter 7) and ‘When forever is no more: divorce and child support’ (Chapter 8) in An economic analysis of the family, Princeton University Press.
2. Divorce and the labour market
[***] González-Val, R.; Marcén, M. (2017). ‘Divorce and the business cycle: a cross-country analysis’, Review of Economics of the Household, 15(3): 879-904.
[**] Folke, O.; Rickhe, J. (2020). ‘All the single ladies: Job promotions and the durability of marriage’, American Economic Journal: Applied Economics 12(1): 260-287. [Student presentation]
3. Fertility and the labour market
[***] Schaller, J. (2016). ‘Booms, busts, and fertility. Testing the Becker model using gender-specific labor demand’, Journal of Human Resources, 51(1): 1-29.
[**] Ayllón, S. (2019). ‘Job insecurity and fertility in Europe’, Review of Economics of the Household, 17(4): 1321-1347. [Student presentation]
4. Children’s quantity and quality model
[***] Black, S.E.; Devereux, P.J.; Salvanes, K.G. (2005). ‘The more the merrier? The effect of family size and birth order on children’s education, Quarterly Journal of Economics, 2005: 669-700.
[**] Kugler, A.D.; Santosh, K. (2017). ‘Preference for boys, family size, and educational attainment in India’, Demography, 54(3): 835-859. [Student presentation]
Angrist, J.; Lavy, V.; Schlosser, A. (2010). ‘Multiple experiments for the causal link between the quantity and quality of children’, Journal of Labor Economics, 28(4): 773-824.
Becker, G. (1960). ‘An economic analysis of fertility’ in Demographic and economic change in developed countries, Columbia University Press, pp. 209-240.
5. The cost of motherhood in the labour market
[***] Kleven, H.; Landais, C.; Sogaard, J.E. (2019). ‘Children and gender inequality: Evidence from Denmark’, American Economic Journal: Applied Economics, 11(4): 18-209.
[**] Kleven, H.; Landais, C.; Posch, J.; Steinhauer, A.; Zweimüller, J. (2019). ‘Child penalties across countries: Evidence and explanations’, American Economic Review P&P, 109: 122-126. [Student presentation]
Adda, J.; Dustmann, C.; Stevens, K. (2017). ‘The career costs of children’, Journal of Political Economy, 125(2): 293-337.
6. Parental leave policies
TBC
7. Intimate partner violence and the labour market
[***] Aizer, A. (2010). ‘The gender wage gap and domestic violence’, American Economic Review, 100(4): 1847-1859.
[**] Arenas-Arroyo, E.; Fernandez-Kranz, D.; Nollenberger, N. (2020). ‘Can’t leave you now! Intimate partner violence under forced coexistence and economic uncertainty’, IZA Discussion Paper No. 13570. [Student presentation]
Currie, J.; Mueller-Smith, M; Rossin-Slater, M. (2020). ‘Violence while in utero: The impact of assaults during pregnancy on birth outcomes’, Review of Economics and Statistics, forthcoming. Listen to an informal discussion in Chapter 18 of Probable Causation (www.probablecausation.com).
Tur-Prats, A. (2019). ‘Family types and intimate-partner violence’, Review of Economics and Statistics, 101(5): 878-891. Listen to an informal discussion in Chapter 17 of Probable Causation (www.probablecausation.com).
Students will take a final exam (50%), write and present a short research proposal (40%) and prepare a referee report of an actual working paper (10%).
The short research proposal (maximum 2,000 words) will be about any topic chosen by the student, it can be single-authored or include up to two co-authors, it will be presented in class (15 minutes plus 5 for discussion) and it shall contain:
a. an introduction (and motivation),
b. a short literature review,
c. the data to be used
d. the methodology
e. preliminary results
f. concluding remarks and avenues for future research
The referee report (maximum 1,250 words) should be a critical evaluation of a recent NBER Working Paper (https://www.nber.org/papers.html) or an IZA discussion paper (https://www.iza.org/publications/dp)
The final exam will cover all the course topics.
Criteris específics de la nota «No Presentat»:
Els estudiants que facin menys del 50% de les activitats proposades obtindran un 'No presentat'.
Avaluació única:
Students will take a final exam (50%), write and present a short research proposal (40%) and prepare a referee report of an actual working paper (10%).
The short research proposal (maximum 2,000 words) will be about any topic chosen by the student, it can be single-authored or include up to two co-authors, it will be presented in class (15 minutes plus 5 for discussion) and it shall contain:
a. an introduction (and motivation),
b. a short literature review,
c. the data to be used
d. the methodology
e. preliminary results
f. concluding remarks and avenues for future research
The referee report (maximum 1,250 words) should be a critical evaluation of a recent NBER Working Paper (https://www.nber.org/papers.html) or an IZA discussion paper (https://www.iza.org/publications/dp)
The final exam will cover all the course topics.
Requisits mínims per aprovar:
Per considerar superada l’assignatura, caldrà obtenir una qualificació mínima de 5.0