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1、Chapter11CausalEffectHeterogeneityJennieE.BrandandJuliSimonThomasAbstractIndividualsdiffernotonlyinbackgroundcharacteristics,oftencalledòpretreatmentheterogeneity,óbutalsoinhowtheyrespondtoaparticulartreatment,event,orintervention.Aprincipalinteractionofi
2、nterestforquestionsofselectionintotreatmentandcausalinferenceinthesocialsciencesisbetweenthetreatmentandthepropensityoftreatment.Althoughtheimportanceofòtreatment-effectheterogeneity,ósodeTned,hasbeenwidelyrecognizedinthecausalinferenceliterature,empirica
3、lquantitativesocialscienceresearchhasnotfullyabsorbedtheselessons.Inthischapter,wedescribekeyestimationstrategiesforthestudyofheterogeneoustreatmenteffects;wediscussrecentresearchthatattendstocausaleffectheterogeneity,withafocusonthestudyofeffectsofeducat
4、ion,andwhatwegainfromsuchattention;andwedemonstratethemethodswithanexampleoftheeffectsofcollegeoncivicparticipation.Theprimarygoalofthischapteristoencourageresearcherstoroutinelyexaminetreatment-effectheterogeneitywiththesamerigortheydevotetopretreatmenth
5、eterogeneity.IntroductionAsattentiontoquestionsofcausalityincreasinglyoccupiessocialscienceresearch,sotoohasattentiontounderlyingheterogeneityacrossindividualsorotherunitsofanalysis.Individualsdiffernotonlyinbackgroundcharacteristics,oftencalledòpretreatm
6、entheterogeneity,óbutalsoinhowThisresearchmadeuseoffacilitiesandresourcesattheCaliforniaCenterforPopulationResearch,UCLA,whichreceivescoresupportfromtheNationalInstituteofChildHealthandHumanDevelopment,GrantR24HD041022.SimonThomaswassupportedbyaUCLAGradua
7、teSummerResearchMentorshipprogram,theInstituteforResearchonLaborandEmployment,andapre-doctoraladvancedquantitativemethodologytraininggrant(R305B080016)awardedtoUCLAbytheInstituteofEducationSciencesoftheU.S.DepartmentofEducation.Thisresearchwasconductedwit
8、hrestrictedaccesstotheBureauofLaborStatistics(BLS)data.Theviewsexpressedheredonotnecessarilyre?ecttheviewsoftheBLS.WethankYuXieandBenJannfortheircontributionstorelatedwork,andStephenMorganandJudeaPearlforcommentsand