"The Maternal and Sibling Spillover Effects in Educational Attainment" (with Suyong Song). Submitted. Paper
Abstract: This paper estimates maternal and sibling spillover effects in educational attainment based on data from the NLSY surveys. Using an instrumental variable strategy, this study shows that a one-year increase in first-born’s education causes a significant increase of 4.5 months in younger sibling’s schooling and a one-year increase in maternal education significantly increases child’s education by around 3 months. It also finds that the higher the birth order, the smaller the maternal and first-born’s spillover effects. These findings emphasize the importance of both mother’s and sibling’s education in understanding the human capital production function and estimating education externalities.
"The Impact of Family Income and Maternal Labor Supply on Child Achievement and Behavior" (with Sun Hyung Kim and Suyong Song). Submitted. Paper
Abstract: This paper estimates the contemporaneous effects of family income and maternal employment on the cognitive and noncognitive skills of children ages 5-16. By using legislative changes associated with income tax liabilities and interstate banking as instruments, this study makes important improvements to the methodologies existing in the literature. It shows that on a child’s cognitive achievements family income has a significant positive effect, but maternal labor supply has a negative effect. Family income has no significant effect on a child’s noncognitive development, whereas maternal work has a significant effect although the direction of effect varies among different sub-scales.
"The Intergenerational Transmission of Cognitive, Social and Noncognitive Skills" (with Sun Hyung Kim and Suyong Song). Submitted. Paper
Abstract: We model how children’s skills are passed on from mothers. The model explains the concepts of “critical channels” through which maternal skills are transmitted to children. Exploiting the variation in the average skills of peers across the college major and occupation, we investigate the intergenerational transmission of cognitive, social and noncognitive skills using data from the NLSY79. We find statistically significant transmission of cognitive and noncognitive skills, whereas social skills are not transmitted. We investigate potential channels underlying our findings. The effective investment in child, mothers’ psychological well-being, and proper attention toward children are important mechanisms explaining main results.