Abstract
This study explores whether it is possible to affect children’s aspirations and ambitions through a classroom based intervention. We design and implement ORME, an Online Role-model Mentoring program, which consists of exposing children to online meetings with a group of role models. We evaluate ORME with a Randomized Controlled Trial targeting 7th grade students (12-13 years old) in Campania, an Italian region historically plagued by stagnating economic conditions, the presence of organized crime, and a generalized lack of trust in institutions. One year after the intervention, children exposed to ORME are 8.3 and 9.6 percentage points more likely to enrol in academic and top-tier tracks, respectively. The potential mechanism of this effect is through an increase in aspirations, self-efficacy, and self-reported effort.
Authors: Pietro Biroli (University of Bologna), Amalia Di Girolamo (Birmingham Business School), Giuseppe Sorrenti (University of Amsterdam), Maddalena Totarelli (university of Amsterdam)