Peer-reviewed papers and research projects with context, storytelling, and reproducibility notes.
Using experimental game theory to quantify social integration and reciprocity, we find autistic children occupy more peripheral positions in classroom networks and engage less in reciprocal relationships.
Using a behavioral game on networked tablets to map social networks in 45 Chilean classrooms, we find that students who engage in more mutually cooperative (reciprocal) peer relationships achieve higher grades — and the effect is largest for students with the most reciprocal ties.
Using panel data and a quasi-experimental design, we find that Chile’s full-day school reform significantly increased mothers’ labor force participation, employment, and hours worked — with the largest effects for lower-educated and married women.