Publication:
The Whys of Social Exclusion: Insights from Behavioral Economics

Loading...
Thumbnail Image
Files in English
English PDF (861.57 KB)
794 downloads
English Text (112.1 KB)
48 downloads
Published
2017-12
ISSN
Date
2017-12-15
Editor(s)
Abstract
All over the world, people are prevented from participating fully in society through mechanisms that go beyond the structural and institutional barriers identified by rational choice theory (poverty, exclusion by law or force, taste-based and statistical discrimination, and externalities from social networks). This essay discusses four additional mechanisms that bounded rationality can explain: (i) implicit discrimination, (ii) self-stereotyping and self-censorship, (iii) “fast thinking” adapted to underclass neighborhoods, and (iv) "adaptive preferences" in which an oppressed group views its oppression as natural or even preferred. Stable institutions have cognitive foundations -- concepts, categories, social identities, and worldviews -- that function like lenses through which individuals see themselves and the world. Abolishing or reforming a discriminatory institution may have little effect on these lenses. Groups previously discriminated against by law or policy may remain excluded through habits of the mind. Behavioral economics recognizes forces of social exclusion left out of rational choice theory, and identifies ways to overcome them. Some interventions have had very consequential impact.
Link to Data Set
Citation
Hoff, Karla; Walsh, James. 2017. The Whys of Social Exclusion: Insights from Behavioral Economics. Policy Research Working Paper;No. 8267. © World Bank. http://hdl.handle.net/10986/29003 License: CC BY 3.0 IGO.
Associated URLs
Associated content
Report Series
Report Series
Other publications in this report series
  • Publication
    Intergenerational Income Mobility around the World
    (Washington, DC: World Bank, 2025-07-09) Munoz, Ercio; Van der Weide, Roy
    This paper introduces a new global database with estimates of intergenerational income mobility for 87 countries, covering 84 percent of the world’s population. This marks a notable expansion of the cross-country evidence base on income mobility, particularly among low- and middle-income countries. The estimates indicate that the negative association between income mobility and inequality (known as the Great Gatsby Curve) continues to hold across this wider range of countries. The database also reveals a positive association between income mobility and national income per capita, suggesting that countries achieve higher levels of intergenerational mobility as they grow richer.
  • Publication
    The Macroeconomic Implications of Climate Change Impacts and Adaptation Options
    (Washington, DC: World Bank, 2025-05-29) Abalo, Kodzovi; Boehlert, Brent; Bui, Thanh; Burns, Andrew; Castillo, Diego; Chewpreecha, Unnada; Haider, Alexander; Hallegatte, Stephane; Jooste, Charl; McIsaac, Florent; Ruberl, Heather; Smet, Kim; Strzepek, Ken
    Estimating the macroeconomic implications of climate change impacts and adaptation options is a topic of intense research. This paper presents a framework in the World Bank's macrostructural model to assess climate-related damages. This approach has been used in many Country Climate and Development Reports, a World Bank diagnostic that identifies priorities to ensure continued development in spite of climate change and climate policy objectives. The methodology captures a set of impact channels through which climate change affects the economy by (1) connecting a set of biophysical models to the macroeconomic model and (2) exploring a set of development and climate scenarios. The paper summarizes the results for five countries, highlighting the sources and magnitudes of their vulnerability --- with estimated gross domestic product losses in 2050 exceeding 10 percent of gross domestic product in some countries and scenarios, although only a small set of impact channels is included. The paper also presents estimates of the macroeconomic gains from sector-level adaptation interventions, considering their upfront costs and avoided climate impacts and finding significant net gross domestic product gains from adaptation opportunities identified in the Country Climate and Development Reports. Finally, the paper discusses the limits of current modeling approaches, and their complementarity with empirical approaches based on historical data series. The integrated modeling approach proposed in this paper can inform policymakers as they make proactive decisions on climate change adaptation and resilience.
  • Publication
    Investing in Human Capital During Wartime: Experimental Evidence from Ukraine
    (Washington, DC: World Bank, 2025-09-02) Dinarte-Diaz, Lelys; Gresham, James; Lemos, Renata; Patrinos, Harry A.; Rodriguez-Ramirez, Rony
    This paper provides insights into human capital investments during wartime by presenting evidence from three experiments of an online tutoring program for Ukrainian students amid Russia’s invasion of Ukraine. Conducted between early 2023 and mid-2024, the experiments reached nearly 10,000 students across all regions of Ukraine. The program offered three hours per week of small-group tutoring in math and Ukrainian language over six weeks and used academic and psychosocial tools to address student challenges at different intensities of disruption. Results show that the program led to substantial improvements in learning—up to 0.49 standard deviations in math and 0.40 standard deviations in Ukrainian language—and consistent reductions in stress—up to 0.12 standard deviations. High take-up and engagement rates were observed, and four mechanisms were identified as drivers of impact: structured peer interactions, improved attitudes toward learning, enhanced socio-emotional skills, and increased student investments. A complementary experiment using information nudges to increase parental engagement highlights challenges in promoting parental investments in a conflict setting. The program was cost-effective across all experiments, with benefit-to-cost ratios ranging from 31 to 56, and scalable given its reliance on existing infrastructure and teaching capacity.
  • Publication
    Global Poverty Revisited Using 2021 PPPs and New Data on Consumption
    (Washington, DC: World Bank, 2025-06-05) Foster, Elizabeth; Jolliffe, Dean Mitchell; Lara Ibarra, Gabriel; Lakner, Christoph; Tettah-Baah, Samuel
    Recent improvements in survey methodologies have increased measured consumption in many low- and lower-middle-income countries that now collect a more comprehensive measure of household consumption. Faced with such methodological changes, countries have frequently revised upward their national poverty lines to make them appropriate for the new measures of consumption. This in turn affects the World Bank’s global poverty lines when they are periodically revised. The international poverty line, which is based on the typical poverty line in low-income countries, increases by around 40 percent to $3.00 when the more recent national poverty lines as well as the 2021 purchasing power parities are incorporated. The net impact of the changes in international prices, the poverty line, and new survey data (including new data for India) is an increase in global extreme poverty by some 125 million people in 2022, and a significant shift of poverty away from South Asia and toward Sub-Saharan Africa. The changes at higher poverty lines, which are more relevant to middle-income countries, are mixed.
  • Publication
    Children in Monetary Poor Households: Global, Regional, and Select National Trends in the Progress against Child Poverty
    (Washington, DC: World Bank, 2025-09-05) Lara Ibarra, Gabriel; Salmeron Gomez, Daylan Alberto; Engilbertsdottir, Solrun; Diaz-Bonilla, Carolina; Delamonica, Enrique; Yablonski, Jennifer
    This paper presents the first estimates of extreme child poverty and child poverty using the World Bank’s recently revised international poverty lines. Using the international poverty line of $3.00 per day and the higher $8.30 per day poverty line (both expressed in 2021 purchasing power parity), the paper provides new results of the global and regional trends over 2014–24. The estimates show that 19.2 percent of children, approximately 412 million children, were living on less than $3.00 (2021 PPP) per day as of 2024, a reduction from 507 million children in 2014. This long-term decrease was slower than that for the general population. At the higher line of $8.30, the child poverty rate in 2024 was 65.9 percent, representing around 1.4 billion children, a drop from the 73.1 percent registered in 2014. At the regional level, the East Asia and Pacific and South Asia regions witnessed significant reductions in child poverty and extreme child poverty between 2014 and 2024, and the Europe and Central Asia and Latin America and the Caribbean regions showed reductions mostly in child poverty. In the same period, there was an increase in extreme child poverty in the Middle East and North Africa region. Sub-Saharan Africa experienced a “lost decade” of child poverty reduction between 2014 and 2024, increasing its concentration of global poverty. In 2024, Sub-Saharan Africa hosted more than three-quarters of children in extreme poor households (more than 311 million children), although its share of the global child population was around 23 percent. Country-level results show evidence of regional heterogeneity in progress against extreme child poverty.
Journal
Journal Volume
Journal Issue

Related items

Showing items related by metadata.

  • Publication
    The Whys of Social Exclusion
    (Published by Oxford University Press on behalf of the World Bank, 2018-02-01) Hoff, Karla; Walsh, James
    All over the world, people are prevented from participating fully in society through mechanisms that go beyond the structural and institutional barriers that rational choice theory identifies (—poverty, exclusion by law or force, taste-based or statistical discrimination, and externalities from social networks differentiated by socioeconomic status). This paper discusses four additional mechanisms that can be explained by bounded rationality: (a) implicit discrimination, (b) self-stereotyping and self-censorship, (c) rules of thumb adapted to disadvantaged environments that are dysfunctional in more privileged settings, and (d) “adaptive preferences,” in which an excluded group comes to view its exclusion as natural. Institutions, if they are stable, come to have cognitive foundations---concepts, categories, social identities, and worldviews---through which people mediate their perceptions of themselves and the world around them. Abolishing or reforming a discriminatory institution may have little effect on the social categories it created; groups previously discriminated against by law may remain excluded through custom and habits of the mind. Recognizing new forces of social exclusion, behavioral economics identifies ways to offset them. Some interventions have had very consequential impacts.
  • Publication
    Behavioral Economics and Social Exclusion : Can Interventions Overcome Prejudice?
    (World Bank Group, Washington, DC, 2015-02) Hoff, Karla
    Behavioral economics recognizes that mental models -- intuitive sets of ideas about how things work -- can bias an individual's perceptions of himself and the world. By representing an ascriptive category of people as unworthy, a mental model can foster unjust social exclusion of, for example, a race, gender, caste, or class. Since the representation is a social construction, shouldn't society be able to control it? But how? This paper considers three interventions that have had some success in developing countries: (1) Group deliberation in Senegal challenged the traditional mental model of female genital cutting and contributed to the abandonment of the practice; (2) political reservations for women and low castes in India improved the way men perceived women, the way parents perceived their daughters, and the way women perceived themselves, but have not generally had positive effects on the low castes; and (3) reductions in the salience of identity closed performance gaps between dominant and stigmatized groups in experiments in India and China. Spoiled collective identities need to be changed or made less prominent in order to overcome social exclusion.
  • Publication
    Striving for Balance in Economics
    (World Bank, Washington, DC, 2016-01) Hoff, Karla; Stiglitz, Joseph E.
    This paper is an attempt to broaden economic discourse by importing insights into human behavior not just from psychology, but also from sociology and anthropology. Whereas the concept of the decision-maker in standard economics is the rational actor and, in early work in behavioral economics, the quasi-rational actor influenced by the context of the moment of decision-making, in some recent work in behavioral economics the decision-maker could be called the enculturated actor. This actor's preferences, perception, and cognition are subject to two deep social influences: (a) the social contexts to which he has become exposed and, especially, accustomed; and (b) the cultural mental models—including categories, identities, narratives, and worldviews—that he uses to process information. The paper traces how these factors shape individual behavior through the endogenous determination of preferences and the lenses through which individuals see the world—their perception and interpretation of situations. The paper offers a tentative taxonomy of the social determinants of behavior and describes the results of controlled and natural experiments that only a broader view of these determinants can plausibly explain. The perspective suggests more realistic models of human behavior for explaining outcomes and designing policies.
  • Publication
    Caste and Punishment : The Legacy of Caste Culture in Norm Enforcement
    (2009-09-01) Hoff, Karla; Kshetramade, Mayuresh; Fehr, Ernst
    Well-functioning groups enforce social norms that restrain opportunism, but the social structure of a society may encourage or inhibit norm enforcement. This paper studies how the exogenous assignment to different positions in an extreme social hierarchy - the caste system - affects individuals' willingness to punish violations of a cooperation norm. Although the analysis controls for individual wealth, education, and political participation, low-caste individuals exhibit a much lower willingness to punish norm violations that hurt members of their own caste, suggesting a cultural difference across caste status in the concern for members of one s own community. The lower willingness to punish may inhibit the low caste s ability to sustain collective action and so may contribute to its economic vulnerability.
  • Publication
    "They Are Not Like Us" : Understanding Social Exclusion
    (World Bank, Washington, DC, 2014-02) Lakhani, Sadaf; Sacks, Audrey; Heltberg, Rasmus
    Negative attitudes toward groups in society are widespread and underpin systematic processes of social exclusion that marginalize people and deny them opportunities and dignity. This paper looks at the processes underlying social exclusion. It uses data covering Eastern Europe and Central Asia to study the responses to a simple hypothetical survey question about which specific groups respondents would not like to have as neighbors. Unwelcoming attitudes toward groups such as immigrants, ethnic minorities, the poor, HIV+ individuals, and others are surprisingly common. These attitudes fall into three distinct clusters: intolerance for the poor and for different lifecycle stages; intolerance toward stigmatized attributes and behaviors; and intolerance toward specific identity groups. An empirical analysis of the determinants of attitudes shows that country-specific factors are far more important than socio-economic characteristics. These findings could have important implications for theories about exclusion and for the design of appropriate social inclusion policies. The authors argue that strategies to address social exclusion need to consider ways to change social norms, attitudes, and behaviors toward disadvantaged groups. The paper explores potential entry points for change within formal and informal institutions.

Users also downloaded

Showing related downloaded files

  • Publication
    The State of the Global Education Crisis
    (UNESCO, Paris, UNICEF, New York, and World Bank, Washington, DC, 2021-12-10) UNESCO; UNICEF; World Bank
    Even before Coronavirus disease 2019 (COVID-19) hit, the world was already experiencing a learning crisis. 258 million primary- and secondary-school age children and youth were out of school. Many children who were in school were learning very little: 53 percent of all ten-year-old children in low- and middle-income countries were experiencing learning poverty, meaning that they were unable to read and understand a simple age-appropriate text at age 10. This report spotlights how COVID-19 has deepened the education crisis and charts a course for creating more resilient education systems for the future. Section one gives introduction. Section two documents COVID-19’s impacts on learning levels by presenting updated simulations and bringing together the latest documented evidence on learning loss from over 28 countries. Section three explores how the crisis has widened inequality and had greater impacts on already disadvantaged children and youth. Section four reviews evidence on learning recovery from past crises and highlights current policy responses that appear most likely to have succeeded in stemming learning losses, while recognizing that the evidence is still in a nascent stage. The final section discusses how to build on the investments made and the lessons learned during the pandemic to accelerate learning recovery and emerge from the crisis with increased education quality, resilience, and equity in the longer term.
  • Publication
    World Development Report 2006
    (Washington, DC, 2005) World Bank
    This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.
  • Publication
    Argentina Country Climate and Development Report
    (World Bank, Washington, DC, 2022-11) World Bank Group
    The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.
  • Publication
    Lebanon Economic Monitor, Fall 2022
    (Washington, DC, 2022-11) World Bank
    The economy continues to contract, albeit at a somewhat slower pace. Public finances improved in 2021, but only because spending collapsed faster than revenue generation. Testament to the continued atrophy of Lebanon’s economy, the Lebanese Pound continues to depreciate sharply. The sharp deterioration in the currency continues to drive surging inflation, in triple digits since July 2020, impacting the poor and vulnerable the most. An unprecedented institutional vacuum will likely further delay any agreement on crisis resolution and much needed reforms; this includes prior actions as part of the April 2022 International Monetary Fund (IMF) staff-level agreement (SLA). Divergent views among key stakeholders on how to distribute the financial losses remains the main bottleneck for reaching an agreement on a comprehensive reform agenda. Lebanon needs to urgently adopt a domestic, equitable, and comprehensive solution that is predicated on: (i) addressing upfront the balance sheet impairments, (ii) restoring liquidity, and (iii) adhering to sound global practices of bail-in solutions based on a hierarchy of creditors (starting with banks’ shareholders) that protects small depositors.
  • Publication
    Classroom Assessment to Support Foundational Literacy
    (Washington, DC: World Bank, 2025-03-21) Luna-Bazaldua, Diego; Levin, Victoria; Liberman, Julia; Gala, Priyal Mukesh
    This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.