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  4. Valentina Paredes

Valentina Paredes

  • Profesor Asistente
    Formación Académica

  • Ph.D. en Economía, Universidad de California, Berkeley.
    Magíster en Economía, Universidad de Chile.
    Ingeniero Comercial, Universidad de Chile.

    Biografía

  • Valentina Paredes es Profesora Asistente del Departamento de Economía de la Facultad de Economía de la Universidad de Chile e investigadora asociada en el Centro de Estudios de Conflicto Social y Cohesión (COES).
    Su investigación se centra en economía laboral, con énfasis en la economía de la educación, y economía de género. 
     

     

    Campos de Investigación
  • Economía de la Educación, Econometría Aplicada y Microeconomía Aplicada.
Publicaciones en Revistas con Comité Editorial
● 2024 / Does facial structure explain differences in student evaluations of teaching? The role of fWHR as a proxy for perceived dominance / Economics & Human Biology - Vol. 54
● 2024 / Impact of an extension of maternity leave on infant health / Journal of Population Economics - Vol. 37, No. 1
● 2023 (Forthcoming) / Does Economics Make You Sexist? / REVIEW OF ECONOMICS AND STATISTICS -
● 2022 / Mixed but Not Scrambled: Gender Gaps in Coed Schools with Single-Sex Classrooms / Journal of Research on Educational Effectiveness - Vol. 15, No. 2
● 2020 / Female participation in Parliament. Are we ever going to converge to scandinavia? / Economic Systems - Vol. 44, No. 2
● 2018 / What do women want? Female suffrage and the size of government / Economic Systems - Vol. 42, No. 1
● 2017 / Grading System and Student Effort / Education Finance and Policy - Vol. 12, No. 1
● 2014 / A teacher like me or a student like me? Role model versus teacher bias effect / ECONOMICS OF EDUCATION REVIEW - Vol. 39
● 2009 / Chile: academic performance and educational management under a rigid employment regime / Cepal Review - No. 99
Capítulos de libros
● 2018 / Género y Educación
Research Monographs
● 2024 / The cost of following traditional gender norms: Evidence from a paid leave for seriously ill children / Vol. 554
● 2019 / Does Facial Structure Explain Differences in Students Evaluations of Teaching? The Role of Perceived Dominance / No. 483
● 2018 / Mixed but not Scrambled Gender Gaps in Single-Sex Classrooms / No. 470
● 2016 / Female-male participation in the Parliament. Are we ever going to converge to Scandinavia? / No. 419
● 2014 / What do women want? Female suffrage and the size of government / No. 386
Columna de Opinión
● 2019 / Contra la violencia: un nuevo pacto social
● 2017 / Mujeres y ciencias
Academic/Professional meeting Presentations
● 2022 / Does Facial Structure Explain Differences in Student Evaluations of Teaching? The Role of Perceived Dominance
● 2020 / Does Economics Make You Sexist
Competitive Research Awards Received
● 2017 / Gender Biases: Selection or Training? / No. 11.170.968
Professional practice standards or Public Policy
● 2012 / Desarrollo y fortalecimiento de la investigación en Economía de la Educación y Econometría aplicada / No. 2.147.483.647