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Bruno Crepon, Julie Pernaudet

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Disadvantaged youth are particularly at risk of under-investing in their health. Costs of healthcare and bias in health needs perceptions are likely to be key factors of underinvestment. Relying on a randomized experiment, we find that providing them with personalized information both on public health insurance and on their health status based on a medical diagnosis raises their curative and preventive investments. More specifically, they are more likely to consult a psychologist and to use contraception, while depression and risky sexual behaviors are key issues in this population. In order to distinguish between the two barriers, financial constraints and underestimation of health needs, we also test a program providing information on public health insurance only. This limited program improves their medical coverage in the same way as the combined program, but it does not translate into higher health investments. These findings highlight the importance of taking into account the role of subjective perceptions of health needs when considering health decisions among disadvantaged youth.

John A List, Julie Pernaudet, Dana L Suskind

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Socioeconomic inequalities in child development crystallize at early stages, with associated disparities in parental investment in children. A key to understanding the data patterns is to document the sources underlying the observed inequalities. We first show that there are dramatic differences in parental beliefs across socioeconomic backgrounds (SES), with parents of higher SES being more likely to believe that parental investments impact child development. We then use two field experiments targeted to low-SES families to explore the mutability of such beliefs and their link to parental investments. In both cases, we find that parental beliefs about child development are malleable. The less intensive version of the program based on educational videos changes parental beliefs, but fails to lastingly increase parental investments and child outcomes. By contrast, in the more intensive version of our program combining home visits and feedback, the augmented beliefs are associated with enriched parent-child interactions and improved vocabulary, math, and social-emotional skills for the children. Together, these results suggest that changing parental beliefs can be an important pathway to raising parental investments and reducing socioeconomic gaps in children's skills, but that simple informational policies may not be sufficient.