The College Type: Personality and Educational Inequality
研究了认知能力和人格特质对美国年轻人大学毕业的影响，发现不同家庭背景群体中预测成功毕业的人格特质差异很大，尤其对男性而言，这对教育不平等政策有启示。
I examine the effects of cognitive ability and personality traits on college graduation in a recent cohort of young Americans, and how the returns to these traits vary by family background, and find very substantial differences across family background groups in the personality traits that predict successful completion of college, particularly for men. The implications are twofold. First, the returns to noncognitive traits may be highly context dependent. Second, policy discussion concerning educational inequality should include not just the possibilities for remediating the skill levels of poor children, but also approaches to changing the environments that limit their opportunities.