It is widely believed that female students perform better when taught by female professors. However, little is known about the mechanisms explaining these gender match effects. Using administrative records from a German public university, which cover all programs and courses between 2006 and 2018, we show that gender match effects are sizable in smaller classes, but are absent in larger classes. These results suggest that direct and frequent interactions between students and professors are crucial for gender match effects to emerge. In contrast, the mere fact that one’s professor is female is not sufficient to increase performance of female students.

Socioeconomic inequalities shape who accesses early childcare, even in countries that claim universal provision. This entrenched inequality limits child development, women’s employment and gender equality — but governments have clear tools to close the gap.

More individualistic countries experience higher economic growth. We provide evidence for a human-capital-based explanation of the growth effects of individualism. Using data from the largest international adult skill assessment, we establish that individualism shapes human capital formation. We identify the effects of individualism by exploiting variation between migrants at the origin-country, origin-language, and person level. Migrants from more individualistic cultures have higher cognitive skills and larger skill gains over time. They also invest more in their skills over the life cycle, as they acquire more years of schooling and are more likely to participate in adult education activities. Individualism is more important in explaining adult skill formation than any other cultural trait that previous literature has emphasized. In the labor market, more individualistic migrants earn higher wages and are less often unemployed. We show that our results cannot be explained by selective migration or omitted origin-country variables.

Firm training is widely regarded as crucial for protecting workers from automation, yet there is a lack of empirical evidence to support this belief. Using internationally harmonized data from over 90,000 workers across 37 industrialized countries, we construct an individual-level measure of automation risk based on tasks performed at work. Our analysis reveals substantial within-occupation variation in automation risk, overlooked by existing occupation-level measures. To assess whether firm training mitigates automation risk, we exploit within-occupation and within-industry variation. Additionally, we employ entropy balancing to re-weight workers without firm training based on a rich set of background characteristics, including tested numeracy skills as a proxy for unobserved ability. We find that training reduces workers’ automation risk by 3.8 percentage points, equivalent to 8% of the average automation risk. The training-induced reduction in automation risk accounts for 15% of the wage returns to firm training. Firm training is effective in reducing automation risk and increasing wages across nearly all countries, underscoring the external validity of our findings. Training is similarly effective across gender, age, and education groups, suggesting widely shared benefits rather than gains concentrated in specific demographic segments.

Why are children with lower socioeconomic status (SES) substantially less likely to be enrolled in child care? We study whether barriers in the application process work against lower-SES children — the group known to benefit strongest from child care enrollment. In an RCT in Germany with highly subsidized child care (N = 607), we offer treated families information and personal assistance for applications. We find substantial, equity-enhancing effects of the treatment, closing half of the large SES gap in child care enrollment. Increased enrollment for lower-SES families is likely driven by altered application knowledge and behavior. We discuss scalability of our intervention and derive policy implications for the design of universal child care programs.

We investigate the short- and long-term effects of economic conditions at high-school graduation as a source of exogenous variation in the labor-market opportunities of potential college entrants. Exploiting business cycle fluctuations across birth cohorts for 28 developed countries, we find that bad economic conditions at high-school graduation increase college enrollment and graduation. They also affect outcomes in later life, increasing cognitive skills and improving labor-market success. Outcomes are affected only by the economic conditions at high-school graduation, but not by those during earlier or later years. Recessions at high-school graduation narrow the gender gaps in numeracy skills and labor-market success.