Identity and Schooling: Some Lessons for the Economics of Education
整合社会学、人类学等非经济学文献，提出以学生身份认同为核心动机、学校为社会制度的新经济理论，解释教育政策成败，并建议经济学家如何将社会学变量纳入研究。
This review culls noneconomic literature on education--by sociologists, anthropologists, and practitioners to present a new economic theory of students and schools. This theory elaborates two themes that have eluded economic analysis. First is the student as decision-maker whose primary motivation is her identity. Second is a conception of the school as a social institution. This framework suggests a new perspective on questions such as resource allocation and school reform. It explains why some educational policies succeed and others fail. We show how sociological variables may affect outcomes, and suggest ways economists can incorporate them into theoretical and empirical research.