David Y. Yang
Department of Economics
1805 Cambridge Street
Littauer Center M-31
Cambridge, MA 02138
NBER Working Papers and Publications
|May 2017||China's Lost Generation: Changes in Beliefs and their Intergenerational Transmission|
with Gerard Roland: w23441
Beliefs about whether effort pays off govern some of the most fundamental choices individuals make. This paper uses China’s Cultural Revolution to understand how these beliefs can be affected, how they impact behavior, and how they are transmitted across generations. During the Cultural Revolution, China’s college admission system based on entrance exams was suspended for a decade until 1976, effectively depriving an entire generation of young people of the opportunity to access higher education (the “lost generation”). Using data from a nationally representative survey, we compare cohorts who graduated from high school just before and after the college entrance exam was resumed. We find that members of the “lost generation” who missed out on college because they were born just a year or t...
|January 2017||Are Protests Games of Strategic Complements or Substitutes? Experimental Evidence from Hong Kong's Democracy Movement|
with Davide Cantoni, Noam Yuchtman, Y. Jane Zhang: w23110
The decision to protest is strategic: an individual's participation is a function of her beliefs about others' turnout. Models of protest often assume strategic complementarity; however, the challenge of collective action suggests strategic substitutability. We conduct the first field experiment directly manipulating individuals' beliefs about others' protest participation, in the context of Hong Kong's pro-democracy movement. We elicit university students' planned participation in an upcoming protest and their prior beliefs about others' participation, in an incentivized manner. One day before the protest, we randomly provide a subset of subjects with truthful information about others' protest plans, and elicit posterior beliefs about protest turnout, again in an incentivized manner. This...
|May 2014||Curriculum and Ideology|
with Davide Cantoni, Yuyu Chen, Noam Yuchtman, Y. Jane Zhang: w20112
We study the causal effect of school curricula on students' stated beliefs and attitudes. We exploit a major textbook reform in China that was rolled out between 2004 and 2010 with the explicit intention of shaping youths' ideology. To measure its effect, we present evidence from a novel survey we conducted among 2000 students at Peking University. The sharp, staggered introduction of the new curriculum across provinces allows us to identify the effects of the new educational content in a generalized difference in differences framework. We examine government documents articulating desired consequences of the reform, and identify changes in textbook content and college entrance exams that reflect the government's aims. These changes were often effective: study under the new curriculum is ro...
Published: Davide Cantoni & Yuyu Chen & David Y. Yang & Noam Yuchtman & Y. Jane Zhang, 2017. "Curriculum and Ideology," Journal of Political Economy, University of Chicago Press, vol. 125(2), pages 338-392. citation courtesy of