G²LM|LIC - Overcoming Constraints to Female Labor Force Entry

We conducted a baseline survey with 2,499 female final year undergraduate students between October 2018 and February 2019.1 Of them, 1,224 (49%) were randomly assigned to the treatment group. The intervention was reinforced between February-May 2019 (intervention reinforcement). The respondents were interviewed again between, August-September 2019 (follow-up 1 ), December-January 2020 (followup 2 ) and then finally between May to June 2020 (follow-up 3 ). Experiment We conducted a randomized experiment with an expected sample of 2,500 female students in the final year of their undergraduate degree. We exclusively focussed on students with liberal arts majors, across 28 public colleges in urban areas of Lahore, Pakistan. We collected baseline data through face-to-face interviews, carried out by a team of experienced enumerators, in the students’ respective college. Intervention Our intervention consists of a documentary video on actual educated women from public colleges in Lahore who have been successful in the labor market, that is, have secured a job and are satisfied in their current jobs. The documentary is intended to emphasize that setbacks are an opportunity to learn; that the process of learning is enjoyable in itself; and that economic empowerment can help both their standing in the household and household welfare. Students in the placebo group were exposed to a documentary on a subject unrelated to the treatment. In addition to the treatment or placebo videos documentary, all students in our sample were given information about ‘Job Talash’; an existing job search portal that connects job seekers with employers in metropolitan Lahore. That is, all students in our sample had access to information on existing jobs in Lahore. All randomisation - providing the treatment or the placebo intervention, as well as the order in which information on Job Asaan or the documentary was shown was randomised at the individual (student) level. Sample and treatment assignment Sample selection and treatment assignment at the individual level was done as follows: Step 1: We requested the college administration for a list of students enrolled in the final year of the bachelors program. Step 2: We identified the proportion of the total working sample to be drawn from each college (on the basis of enrolment data from step 1). Step 3: We randomly select 70% of this sample to be the actual sample and keep 30% as a replacement sample to be contacted if a sample student is not located or if she refuses to participate in the survey. Step 4: We collect all data on tablets using SurveyCTO (www.surveycto.com). At the time of the data collection, our software assigns the student to either the treatment or placebo group, with equal probability.

本研究于2018年10月至2019年2月期间对2,499名女性本科四年级学生进行了基线调查。其中，1,224名（占49%）被随机分配至干预组。干预措施于2019年2月至5月期间得到强化（干预强化）。受访者于2019年8月至9月（随访1）、2020年12月至2021年1月（随访2）以及最终于2020年5月至6月（随访3）再次接受了访谈。实验：本研究针对预计样本量为2,500名女性本科四年级学生进行了随机实验。研究重点集中在拉合尔市28所公立大学中拥有文科专业的学生。我们通过面对面访谈收集基线数据，访谈由一支经验丰富的调查员团队在学生所在学院进行。干预：我们的干预措施包括一部关于拉合尔公立大学中在教育领域取得成功的女性实际案例的纪录片，即那些已在劳动市场中获得职位并对当前工作感到满意的女性。该纪录片旨在强调挫折是学习的机会；学习过程本身即是享受；以及经济赋权有助于提高她们在家庭中的地位和家庭福利。安慰剂组的受试者接触到了一部与干预无关的纪录片。除了治疗或安慰剂组的纪录片外，我们样本中的所有学生都提供了关于‘Job Talash’的信息；这是一个现有的求职门户，将求职者与拉合尔大都市区的雇主相连接。也就是说，我们样本中的所有学生都能获得关于拉合尔现有工作的信息。所有随机分配——无论是提供治疗或安慰剂干预，还是展示‘Job Asaan’信息或纪录片的顺序——均在个人（学生）层面上进行了随机化。样本选择和治疗分配：在个人层面上进行样本选择和治疗分配的步骤如下：步骤1：我们请求学院管理方提供注册在册的本科四年级学生名单。步骤2：我们根据步骤1中的注册数据确定从每所学院抽取的总工作样本的比例。步骤3：我们随机选取该样本的70%作为实际样本，并保留30%作为备选样本，以便在样本学生找不到或拒绝参与调查时进行联系。步骤4：我们使用SurveyCTO（www.surveycto.com）在平板电脑上收集所有数据。在数据收集时，我们的软件以相等的概率将学生分配到治疗组或安慰剂组。