Knowledge that Transforms

Using the American Community Surveys, I examine the wages of immigrant computer and engineering workers. Immigrants’ higher education gives them a wage advantage over natives, an advantage larger for computer than for engineering workers, and larger in occupation-based samples than in education-based samples. Among holders of engineering degrees, immigrants earn less than natives, penalized by a high return to English proficiency. The results suggest that imperfect English may reduce their occupational advancement, or an unobserved factor may reduce both occupational advancement and the incentive to perfect English. In all samples, top immigrants from the highest-income countries far outearn top natives.

Recent empirical findings have cast doubt on the neoclassical model of labor supply. However, estimation issues, and not workers’ behavior, may be responsible for these findings. This paper investigates this possibility by examining the daily labor supply of Florida lobster fishermen. I invariably find that fishermen work more when earnings are temporarily high, behavior that is consistent with a neoclassical model of labor supply. Furthermore, methods that do not control for measurement error and endogeneity of the wage not only produce downward-biased estimates of labor supply elasticities but also generate a spurious negative and significant elasticity of daily hours.

The study develops a simple model where workers can obtain a job through either their strong or weak ties. It shows that increasing the time spent with weak ties raises the employment rate of workers. It also shows that when the job-destruction rate or the job-information rate increases, workers choose to rely more on their weak ties to find a job. The model is extended so unemployed workers can also learn of a vacancy directly from an employer. Results show that equilibrium employment and time spent with weak ties are sometimes, but not in all cases, positively related.

This paper provides new evidence of gender differences in response to increased competition, focusing on important life tasks performed in a regular social environment. The analysis takes advantage of a major education reform in Ontario that exogenously increased competition for university grades. Comparing students prereform and postreform using rich administrative data, I find that male average grades and the proportion of male students graduating “on time” increased relative to females. Further, the evidence indicates that these changes were due to increased relative effort rather than self-selection. The findings have implications for the delivery of education and incentive provision more generally.

Knowledge producers conducting research on a particular set of questions may respond to supply and demand shocks by shifting resources to a different set of questions. Cognitive mobility measures the transition from one location to another in idea space. We examine the cognitive mobility flows unleashed by the influx of Soviet mathematicians into the United States after the collapse of the Soviet Union. The data reveal that American mathematicians moved away from fields that received large numbers of Soviet émigrés. Diminishing returns in specific research areas, rather than beneficial human capital spillovers, dominated the cognitive mobility decisions of knowledge producers.

Since 1991 more than two dozen states have adopted merit-based student financial aid programs, intended at least in part to increase the stock of human capital by improving the knowledge and skills of the state’s workforce. At the same time, there has been growing concern that the United States is producing too few college graduates in science, technology, engineering, and mathematics (STEM) fields. Using microdata from the American Community Survey, this paper examines whether recently adopted state merit aid programs have affected college major decisions, with a focus on STEM fields. We find consistent evidence that state merit programs did in fact reduce the likelihood that a young person in the state will earn a STEM degree.

We present and calibrate a dynamic model that characterizes the labor market for computer scientists. In our model, firms can recruit computer scientists from recently graduated college students, from STEM workers working in other occupations or from a pool of foreign talent. Counterfactual simulations suggest that wages for computer scientists would have been 2.8-3.8% higher, and the number of Americans employed as computers scientists would have been 7.0-13.6% higher in 2004 if firms could not hire more foreigners than they could in 1994. In contrast, total CS employment would have been 3.8-9.0% lower, and consequently output smaller.

We examine the impact of relative wages on labor supply in a laboratory experiment. We test the hypothesis that, ceteris paribus, making a given wage high (low) relative to other wage levels will lead to an increase (decrease) in labor supply. We find that labor supply does respond significantly to relative pay, and in the expected direction. However, when a strong enough reason for the relative low pay is given, this difference disappears.

Using data from a randomized experiment, we find that having a female teacher lowers the math test scores of female primary school students in disadvantaged neighborhoods. Moreover, we do not find any effect of having a female teacher on male students’ test scores (math or reading) or female students’ reading test scores, which seems to rule out explanations pertaining to the unobserved quality differences between male and female teachers. Finally, this negative effect seems to persist only for female students who were assigned to a female teacher with a limited math background.

We analyze location choices of foreign-born science and engineering students receiving PhDs from US universities. Foreign students who stay in the United States are positively selected on observables. They tend to stay in the United States during periods of strong US economic growth and during periods of weak home country economic growth. Foreign students from higher-income countries and from recently democratized countries tend not to remain in the United States. Education and innovation may therefore be part of a virtuous cycle by which education enhances a country’s prospects for innovation and innovation makes the country more attractive for scientists and engineers.