Ph.d.-studerende – Københavns Universitet

Videresend til en ven Resize Print Bookmark and Share

Økonomisk Institut > Ansatte > Ph.d.-studerende

Anne Ardila Brenøe

Anne Ardila Brenøe

Ph.d. stipendiat

Jeg er PhD-studerende i økonomi på Københavns Universitet og IZA Research Affiliate. Jeg er cand.polit fra Københavns Universitet og har desuden en Master i Økonomisk Demografi fra Lunds Universitet.

Mine primære forskningsområder ligger inden for uddannelse, køn, familie og sundhed. Jeg er i særlig grad interesseret i hvordan opvækst i barndommen påvirker det enkelte individs udvikling af human kapital. Min aktuelle forskning omhandler hvordan det sociale miljø påvirker mænds og kvinders uddannelsesvalg forskelligt – med særligt fokus på valget af uddannelse inden for det naturvidenskabelige område.

Som vejledere har jeg Mette Gørtz og Torben Heien Nielsen.

 

Se mere på min personlige hjemmeside: https://sites.google.com/view/aabrenoe/home 

 

Aktuel Forskning

Current Research

Gender Gaps in the Effects of Childhood Family Environment:  Do They Persist into Adulthood? (Joint work with Shelly Lundberg), accepted at European Economic Review

Abstract: We examine the differential effects of family disadvantage on the education and adult labor market outcomes of men and women using high-quality administrative data on the entire population of Denmark born between 1966 and 1995. We link parental education and family structure during childhood to male-female and brother-sister differences in adolescent outcomes, educational attainment, and adult earnings and employment. Our results are consistent with U.S. findings that boys benefit more from an advantageous family environment than do girls in terms of grade-school outcomes. Father's education, which has not been examined in previous studies, is particularly important for sons.  However, we find a very different pattern of parental influence on adult outcomes. Gender gaps in educational attainment, employment, and earnings are increasing in maternal education, benefiting daughters. Paternal education decreases the gender gaps in educational attainment (favoring sons) and labor market outcomes (favoring daughters). We conclude that differences in the behavior of school-aged boys and girls are poor proxies for differences in skills that drive longer-term outcomes.

 

Birth Order and Health of Newborns: What Can We Learn from Danish Registry Data? (Joint work with Ramona Militor), Revised and Resubmitted to Journal of Population Economics

Abstract: We study birth order differences in health from birth throughout childhood using matched administrative data for more than one million children born in Denmark between 1981 and 2010. Using family fixed effects models, we find a positive and robust effect of birth order on health at birth; firstborn children are less healthy at birth. Examining prenatal investments, we find that during earlier pregnancies women are more likely to smoke, receive more prenatal care, and are diagnosed with more medical pregnancy complications, suggesting worse maternal health. Data on hospital admissions reveal that the general health advantage of later-born children persists in the first years of life and disappears by age seven. At the same time, later-born children are at each age throughout childhood more likely to be diagnosed with an injury, a result that is in line with previous evidence of a later-born disadvantage in education.

 

Sibling Gender Composition and Preferences for STEM Education

Abstract: This paper studies how sibling gender composition affects preferences for education within Science, Technology, Engineering, and Mathematics (STEM). To identify the causal effect of sibling gender, I focus on a sample of firstborn children who all have a younger biological sibling. The randomness of the younger siblings' gender allows me to estimate the causal effect of having an opposite compared to same sex sibling. Overall, having an opposite sex sibling makes educational choices more gender-stereotypical for both genders. Having an opposite sex sibling reduces women's probability to enroll in any STEM program after compulsory schooling by two percent and to complete a STEM college major by nine percent. Men, in contrast, show an increased interest for the STEM field but are not more likely to succeed in high-level STEM programs.  An important mechanism for these findings is changes in child-parent interactions. Parents with mixed sex children gender-specialize their parenting more and spend more quality time with their same sex child than parents with same sex children. Moreover, I show that young boys with an opposite sex sibling are exposed to more gender-stereotypical behavior within the family than boys with a same sex sibling. 

Gender Peer Effects and the Gender Gap in STEM Specialization

Abstract:  I investigate how the gender composition of high school peers differentially affects men's and women's decision to study Science, Technology, Engineering, and Mathematics (STEM) in tertiary education. For identification, I exploit the idiosyncratic variation in gender composition across adjacent cohorts within the same schools after taking out school-specific time trends. I find that a larger proportion of female high school peers increases the probability that men complete a STEM degree rather degree within health. The opposite is the case for women. The gender peer effects persist into occupational choice and have negative consequences for women's earnings. I conclude that a larger proportion of female high school peers permanently increases the gender gap in STEM specialization.

 

Understanding the Labor Market Effects of Parental Leave (Joint work with Serena Canaan, Nikolaj Harmon, and Heather Royer)

 

The Relative Importance of in utero Growth Restriction and Prematurity at Birth for Later Life Outcomes. 

 

Undervisning

Økonomiske Principper A, øvelseslærer i efteråret 2014.

Economics of Education, øvelseslærer i efteråret 2014.

 

ID: 97573334