Author: Freakonomics Radio

  • EXTRA: Roland Fryer Refuses to Lie to Black America (Update)

    AI transcript
    0:00:06 Hey, there, it’s Steven Dubner, and today we’ve got a bonus episode for you.
    0:00:12 It is an update of a 2022 interview we did with Roland Friar, a much acclaimed and frequently
    0:00:15 controversial economist at Harvard.
    0:00:18 When we spoke, Friar had recently returned from a two-year suspension, which you will
    0:00:20 hear about in the episode.
    0:00:25 The person who suspended him was Claudine Gay, who at the time was the Dean of Harvard’s
    0:00:27 Faculty of Arts and Sciences.
    0:00:32 Gay went on to become president of Harvard, but then she famously resigned amidst plagiarism
    0:00:38 charges and criticism of Harvard’s response to anti-Semitic demonstrations.
    0:00:42 The reason we thought you might like to hear this episode now is because it follows naturally
    0:00:47 from the two-part series we just published on the Rooney Rule, that is the National Football
    0:00:51 League policy that was designed to increase diversity among coaches, and the Rooney Rule
    0:00:56 has since been adopted by many firms and institutions outside of sports.
    0:01:02 Roland Friar, who is black, has his own thoughts about how firms and institutions have handled
    0:01:05 diversity hiring, and you’ll hear about that, too.
    0:01:08 We have updated facts and figures as necessary.
    0:01:13 As always, thanks for listening.
    0:01:19 In 2005, I wrote a piece for the New York Times magazine called “Toured a Unified Theory
    0:01:21 of Black America.”
    0:01:27 It was a profile of a young Harvard economist named Roland Friar, whose journey to Harvard
    0:01:31 was beyond surprising, beyond unpredictable.
    0:01:37 Given his background, it may have seemed impossible, and yet there he was.
    0:01:43 A lot of things happened to get Friar into the upper echelons of academia, and even more
    0:01:47 has happened since, much of it controversial.
    0:01:50 How does Friar describe his research agenda today?
    0:02:05 So Roland, it feels like most public discussions about race these days, at least the ones that
    0:02:13 I read in academia, in journalism, and elsewhere, do treat blackness as essentially a handicap.
    0:02:17 What are the costs to that perception?
    0:02:21 I mean, how much time you got?
    0:02:24 We’ve got plenty of time.
    0:02:30 Today, on Freakin’omics Radio, a conversation with Roland Friar about his research on policing.
    0:02:37 I had a five-hour meeting with Obama and other folks, and we got zero done.
    0:02:38 On education?
    0:02:42 The thing that drives me nuts is that this woman is doing everything that she thinks
    0:02:43 is right.
    0:02:46 We’ll get his take on corporate diversity programs.
    0:02:49 It made me sick in my stomach, man.
    0:02:55 And we’ll hear about Friar’s personal controversy, including a two-year suspension by Harvard.
    0:02:58 I broke a lot of glass early on in my career, and I don’t think that was helpful.
    0:03:03 To be fair, Roland Friar is still breaking glass.
    0:03:05 All that on Freakin’omics Radio right now.
    0:03:23 This is Freakin’omics Radio, the podcast that explores the hidden side of everything,
    0:03:35 with your host Stephen Dubner.
    0:03:40 In 2007, at age 30, Roland Friar became the youngest African-American to receive tenure
    0:03:41 at Harvard.
    0:03:46 He would go on to win a MacArthur Fellowship, the so-called Genius Grant, as well as the
    0:03:51 John Bates Clark Medal, one of the top prizes in academic economics.
    0:03:56 He got his own research lab at Harvard to study the achievement gap between black and
    0:03:57 white kids.
    0:03:59 He even made it onto late-night TV.
    0:04:02 Please welcome Roland Friar!
    0:04:07 He has some controversial areas you study here.
    0:04:15 You say that blacks are the worst-performing ethnic group in our school system, but that
    0:04:18 is a pretty racist thing for you to say.
    0:04:34 A lot of Friar’s research pushed boundaries and crossed ideological lines.
    0:04:41 My life’s work is about making those communities better, and so whatever cost there is, frankly,
    0:04:46 to me of telling what I think is the data-driven truth about these issues, whether it’s health
    0:04:50 or police or education, I’m going to do it!
    0:04:56 In 2019, Friar was suspended by Harvard over allegations that he had engaged in “unwelcome
    0:05:01 conduct of a sexual nature” and charges that he had violated some of Harvard’s finance
    0:05:02 rules.
    0:05:07 In a letter he sent to his dean, Friar wrote, “I apologize for the insensitive and inappropriate
    0:05:09 comments that led to my suspension.
    0:05:14 I didn’t appreciate the inherent power dynamics in my interactions which led me to act in
    0:05:20 ways that I now realize were deeply inappropriate for someone in my position.”
    0:05:24 In 2021, Friar returned to teaching and research.
    0:05:28 Today he is permitted to advise students again, but his research lab remains shut down.
    0:05:34 We’ll hear more about his suspension later in today’s conversation, but let’s start
    0:05:36 with Friar’s origin story.
    0:05:41 When I wrote that Times magazine piece years ago, he and I spent time together in New York
    0:05:46 and Boston, and we visited his grandmother and father in Central Florida.
    0:05:52 We went to the small city outside Dallas, where Friar spent his unproductive teens,
    0:05:57 and we went to Oklahoma to visit his mother from whom he had long been estranged.
    0:06:03 When we spoke recently, I asked Friar to summarize his unlikely path to becoming an Ivy League
    0:06:05 economics professor.
    0:06:09 I was born in Daytona Beach, Florida, oddly enough, and this will tell a lot of the story,
    0:06:15 brought home from the hospital with my grandmother and lived the first few years of life in Florida.
    0:06:19 My mother kind of disappeared out of my life very, very early.
    0:06:20 My father was still there.
    0:06:25 He was kind of a copy salesman, and my uncles were there.
    0:06:30 I grew up in this really ironic, strange, I don’t know quite what to do about it, environment
    0:06:36 in which my grandmother was a teacher, and my great aunt, my grandmother’s mother’s sister,
    0:06:38 was also a teacher.
    0:06:44 The other sister ran one of the largest distributors of crack cocaine in Central Florida.
    0:06:47 High achievers in different realms, we’ll call it.
    0:06:53 She was the CEO of a street pharmaceutical company, and yet we would chat with each other,
    0:06:57 and there was no judgment and love of each other, and so I grew up in this strange world
    0:07:02 where my grandmother viewed it as hard work and get ahead, though she thought discrimination
    0:07:04 was omnipresent in the world.
    0:07:08 And my great aunt, who was, for lack of better words, an entrepreneur, who did lots of illegal
    0:07:13 stuff to get ahead, and I spent, I’d say, four months out of the year, even when my father
    0:07:15 and I moved to Texas.
    0:07:18 Early on, my father and I had a reasonable relationship.
    0:07:23 It deteriorated over the years, and by the time I was a teenager, I was just angry, man.
    0:07:25 I was really angry at the world.
    0:07:30 Pretty good at sports, but just an angry kid, and I wasn’t trying hard at school at all.
    0:07:34 They used to pass out books in school, and I’d say, “You just keep them, I’ll lose them.”
    0:07:38 My father did a liquor homework, managed to eke out of high school with a GPA of, I don’t
    0:07:43 know, two point something, but had really high test scores, oddly.
    0:07:47 And got involved in a bunch of little petty crimes when I was 15, like was driving a car
    0:07:52 without a license, stealing stuff out of stores, forged my birth certificate so I could work
    0:07:53 in McDonald’s.
    0:07:57 My father eventually lost his house, and he ended up going to prison and all that kind
    0:07:58 of stuff.
    0:08:03 I didn’t know my mother, and I just felt really, really angry and alone in the world.
    0:08:11 I made my way to a college, not a great one, but a good enough one, and it’s there that
    0:08:13 I took principles of microeconomics course.
    0:08:17 It was 8 a.m. He had office hours at 7 a.m.
    0:08:20 I know now that was a joke, but back then, I thought it was pretty convenient because
    0:08:22 I’m an early morning guy.
    0:08:27 And I was there before every class at 7 a.m., and we started arguing about welfare and economic
    0:08:32 policy and how to use food stamps, what the restrictions should be, and really fell in
    0:08:33 love with it.
    0:08:40 But let me just say, I have been on an absolute quest for the last 25 years to catch up because
    0:08:45 I spent the first 20 goofing off and being angry at the world.
    0:08:49 I was just meeting with a guy who’s a really accomplished businessman, and he came from
    0:08:52 the golf course, and he says, “Well, why do you work so hard?
    0:08:53 What are you doing?
    0:08:54 It’s time to enjoy life.”
    0:08:58 I said to him, “I gave you a 20-year head start, man, and a better family,” and all
    0:08:59 that stuff.
    0:09:01 So every time you play golf, I catch up a little bit.
    0:09:03 Every time you take the night off, I catch up, right?
    0:09:06 And that’s been my attitude, and you know that for years.
    0:09:11 I remember when I was spending time with you, you were a relatively young professor at Harvard,
    0:09:14 and there was that car in the parking lot.
    0:09:20 This car was outside early every morning, late at night, and you were like, “Damn.
    0:09:24 He is out working me,” and you were pissed off, and then you later found out they were
    0:09:26 on vacation, just parked there.
    0:09:28 It was like a silver one, right?
    0:09:31 I remember that, and I was worried about that, but that’s my attitude.
    0:09:37 I’m in a big hurry to catch up, and my upbringing, it really has formed my view of how to do
    0:09:38 this.
    0:09:42 Number one, data first, obviously, but this is why I don’t have any politics in this
    0:09:49 stuff because I have seen that, yes, there are things that need to be changed in black
    0:09:56 communities, but I also see the effects of discrimination, whether perceived or real,
    0:09:57 on these communities.
    0:10:00 The only thing I care about is making them better.
    0:10:01 That’s it.
    0:10:05 I really don’t care otherwise.
    0:10:11 Friar is probably best known for a 2016 research paper called An Empirical Analysis of Racial
    0:10:14 Differences in Police Use of Force.
    0:10:20 It incorporated a variety of data sets, including a federal survey on interactions with police
    0:10:26 and the data on police shootings from 10 police departments around the country, including Houston,
    0:10:29 Jacksonville, and Los Angeles County.
    0:10:30 What did he find?
    0:10:36 On average, in any given stop, black people are 50% more likely to have force used on
    0:10:37 them than white people.
    0:10:38 Okay.
    0:10:41 That’s on average not controlling for anything.
    0:10:42 That’s exactly it.
    0:10:43 That’s just in the raw data.
    0:10:49 Now, if we control for lots of other things where they are in terms of the city, we had
    0:10:54 millions in data points, so we could really be very strict on the controls.
    0:11:00 If we do that, then the difference decreases substantially, but this number I find the
    0:11:05 most compelling in this entire research is that we looked at the cases in which the police
    0:11:12 officers themselves said the civilian was perfectly compliant, didn’t have contraband,
    0:11:14 was not arrested.
    0:11:19 Even in those instances, blacks were roughly 20% more likely to have force used on them
    0:11:20 than whites.
    0:11:25 So the conclusion that one would almost be forced to draw from that is that police are
    0:11:27 on average racist against blacks?
    0:11:30 No, I’m not going to say racist, but there’s discrimination going on.
    0:11:31 Okay.
    0:11:32 Noted.
    0:11:36 So that’s the part of your research about what’s called the non-lethal use of force,
    0:11:42 and then there’s lethal use of force, which essentially means a police shooting, correct?
    0:11:43 Yes.
    0:11:44 Yes.
    0:11:45 Whether it’s fatal or not?
    0:11:46 Exactly.
    0:11:47 So what’d you find there?
    0:11:50 What we found there was no racial differences whatsoever in lethal uses of force.
    0:11:52 Roland, that can’t be right.
    0:11:55 Roland, my friend.
    0:11:56 That cannot be right.
    0:11:58 I read the newspapers, Roland.
    0:12:00 Yeah, I know.
    0:12:02 Well, it surprised me as well.
    0:12:06 We had 10, 15 cities by the time we finished that research.
    0:12:11 In no city was it true because the thing is, if you read the Washington Post or the Guardian,
    0:12:19 they’ll say things like the fraction of black people who were unarmed and were shot at by
    0:12:23 police is higher than the fraction of white people who were unarmed and shot at by the
    0:12:24 police.
    0:12:28 But that’s just not the right way to do those statistics.
    0:12:29 Because why?
    0:12:30 Because they’re not accounting.
    0:12:35 That’s comparing apples with cars, and I’d like to compare apples with apples.
    0:12:36 I don’t understand.
    0:12:37 Why is that not a relevant variable?
    0:12:40 It’s not that it’s not a relevant variable, it’s incomplete.
    0:12:44 There are a lot more things about a police interaction than whether or not the person
    0:12:46 eventually has a weapon.
    0:12:53 Before you got into this big data analysis, as I understand it, you also felt the need
    0:12:58 or at least the intellectual curiosity to understand the day-to-day life of a police
    0:12:59 officer a little bit better.
    0:13:05 Let me back up slightly before that even, which is, we all saw what was going on in
    0:13:11 these videos, and the Walter Scott video was the one that got me off the couch, so to speak.
    0:13:12 I just couldn’t take it.
    0:13:13 I was furious.
    0:13:17 He was the guy that was running away after a traffic stop, is that right?
    0:13:19 Yeah, running is generous.
    0:13:24 It was shuffling across an abandoned field, and somehow because I think it was in South
    0:13:29 Carolina, the picture of it reminded me of Daytona Beach, and there was something about
    0:13:34 that that said to me, “There but for the grace of God, go I,” and it just woke me up.
    0:13:41 I was upset, and I went to my colleagues in the economics department, and I was all fired
    0:13:45 up about this in the hallways, and they weren’t as fired up as I was, but I was pretty fired
    0:13:47 up about it.
    0:13:51 One of them, Andre Schleifer, who is a dear friend of mine, he said to me, “I don’t know
    0:13:52 really.
    0:13:54 Do you even know what police do?”
    0:13:55 It was like a gut punch, man.
    0:13:56 I didn’t know.
    0:13:57 The truth is, I was biased.
    0:13:58 I don’t like police.
    0:13:59 I don’t like them now.
    0:14:02 I was driving down the highway yesterday.
    0:14:03 Police put his lights on.
    0:14:05 I started remembering stuff I did in seventh grade.
    0:14:06 I mean, it was scary.
    0:14:09 Luckily, it wasn’t for me, but anyway.
    0:14:15 So I decided, maybe I should go embed myself in police departments, and so I did just that.
    0:14:21 I went to Camden and did a couple double shifts in Camden, riding around, went to Houston
    0:14:26 and did that, and even did some simulation and de-escalation training with another police
    0:14:27 department.
    0:14:32 The truth is, I didn’t like who I became riding around in a police car after three to four
    0:14:33 hours.
    0:14:39 If you ride around looking for bad guys, lo and behold, you see bad guys.
    0:14:41 I was the worst police officer you can imagine.
    0:14:47 They kept saying, “Rolling, it’s not illegal to dribble a basketball,” I’m not sure.
    0:14:52 What was interesting though, in all seriousness, was in Camden, I met police officers who walked
    0:14:53 a beat.
    0:15:00 What happens there is that when you see someone who might look dangerous or at least uncertain
    0:15:05 or random to me, because they know the person, he’s like that on Thursdays.
    0:15:10 It was really interesting for me to see them say that, because most police officers see
    0:15:11 you at your worst.
    0:15:15 But if you’re hanging out in the communities, it gives you a denominator for which to understand
    0:15:17 the other behavior.
    0:15:22 So were these ride-alongs before you actually started analyzing the police data?
    0:15:24 Didn’t have any data yet.
    0:15:27 Part of the ride-alongs were to try to understand what data existed, to really understand from
    0:15:31 the police the types of data they collected, the types of data they wanted to collect,
    0:15:35 and also to get their sense of what was going on in these interactions.
    0:15:37 What were we missing in the videos?
    0:15:38 We had only seen 12.
    0:15:43 We had all made these huge conclusions because we had seen 12 horrific videos.
    0:15:45 But police stops happened thousands of times a day.
    0:15:51 Look, 80% of the police shootings in our data came from a 911 call, not someone pulling
    0:15:57 someone over and escalating, which is how we typically see it on TV, but a 911 call where
    0:16:01 the police show up, the person has a weapon, there are multiple witnesses and a shooting
    0:16:02 happens.
    0:16:06 And if that’s 80% of the data, it’s not that surprising that there are no racial differences,
    0:16:07 right?
    0:16:11 Whenever we talked about lethal use force, they would become very earnest and say things
    0:16:16 like discharging your weapon is a life-changing event.
    0:16:22 I heard that in city after city, discharging your weapon, sir, is a life-changing event.
    0:16:28 Not one police officer told me roughing up a black kid in an alley is a life-changing
    0:16:29 event.
    0:16:32 So these are categorically different in their frame?
    0:16:33 Categorically different.
    0:16:38 And the incentives or disincentives as it were are not the same.
    0:16:42 Because once you discharge your weapon, then what happens?
    0:16:46 There’s a real investigation that happens, independent of if many people saw it and they
    0:16:48 think it was fully justified.
    0:16:54 But we don’t put the same scrutiny on how we treat young black men civilians, right?
    0:16:58 So how did these ride-alongs change the shape of your understanding of this job?
    0:17:02 It gave me a better sense of how complicated the job is, man.
    0:17:04 It’s really complicated, okay?
    0:17:07 And you realize that the job is really difficult.
    0:17:08 Okay.
    0:17:11 And let’s go back then to your findings on lethal use of force.
    0:17:15 On lethal use of force, we found no racial differences in those.
    0:17:18 And it caused, you know, some alarm among people.
    0:17:19 What do you mean by alarm?
    0:17:22 Was there alarm even before you published the research?
    0:17:23 Oh, man.
    0:17:27 I mean, I had colleagues pull me to the side and say, “You’re crazy.
    0:17:28 Don’t publish this.
    0:17:30 You’re going to ruin your career.”
    0:17:31 Because why?
    0:17:32 I don’t know.
    0:17:33 They didn’t give a full example.
    0:17:38 Ruin your career because here you are a black economist who’s saying what exactly?
    0:17:40 You know, that’s the difference between you and I, Steve.
    0:17:41 When someone said, “Man, that’s going to ruin your career.”
    0:17:46 I don’t go, “Exactly how, bud?”
    0:17:50 But they came to me and said, “Look, after a seminar, here’s what you do.
    0:17:53 You take the lower level uses of force, publish that.
    0:17:54 Don’t publish the other.”
    0:17:58 And I said to this person, “If the results were that there were racial differences in
    0:18:02 lethal use of force that looked like discrimination, do you think I should publish them then?”
    0:18:05 And they said, “Yeah, because then it would fit with the first part.”
    0:18:08 And I said, “Well then, you just insured I’m going to publish it all because I’m not
    0:18:11 going to hide a result because you don’t like it.”
    0:18:16 I have heard you refer to other researchers who analyze police bias and police behavior
    0:18:18 as cowards.
    0:18:23 Is this what you’re talking about, that scholars are withholding either evidence or emphasis
    0:18:26 at least on the lack of racial bias in police shootings?
    0:18:28 Yes, that’s exactly what I mean.
    0:18:33 Because you can look at the papers and people have similar findings, but it’s an appendix
    0:18:35 table 157.
    0:18:36 And they bury it.
    0:18:38 And here’s the difference, man.
    0:18:43 You’re one of the rare people who have actually been to the communities where I grew up.
    0:18:46 And they haven’t changed much since I was a kid.
    0:18:50 My life’s work is about making those communities better.
    0:18:53 And I refuse to lie to them, right?
    0:18:59 I just refuse because the folks in those communities, they know when they’re being lied to.
    0:19:04 And we think we’re making all this progress because we now capitalize the letter B in black.
    0:19:07 No one in that neighborhood gives a crap about that.
    0:19:08 They don’t.
    0:19:13 These are real issues, and I’m not going to bury the truth that can actually help folks
    0:19:16 just because people are going to be upset about it, right?
    0:19:21 Like the thing about lower level uses of force is that actually, for me, provides some optimism
    0:19:27 because that’s a place that with the police, we can dig in and try to actually make real
    0:19:29 progress together.
    0:19:34 If folks would just stay true to the data instead of trying to make it be what they want
    0:19:37 it to be, we’d all be in a better place.
    0:19:42 I’ve heard you use the word dignity before in discussing this or the absence of dignity.
    0:19:44 Can you talk about how that works?
    0:19:50 Really important when I wrote this, someone I respect shot me a text and said, “I don’t
    0:19:55 see this as a big problem because this is about black lives matter and not about being
    0:19:57 roughed up.”
    0:20:03 And that really upset me because as a person who’s been roughed up by police, it is a very
    0:20:05 stressful, stressful interaction.
    0:20:07 It is not a good interaction I have.
    0:20:11 So I wrote back to him, “Black dignity matters as well.”
    0:20:15 If you talk to kids in the communities that I care about, when you ask them about their
    0:20:19 prospects and how fair the world is and how much effort matters, things like that, one
    0:20:22 of the things they will mention is police.
    0:20:28 How can it be that effort matters so much and there’s this true meritocracy if I can’t
    0:20:30 get a home safe for my own police?
    0:20:33 And so I think it erodes trust in the American dream.
    0:20:36 It erodes trust in American institutions.
    0:20:41 And it’s something that we could spend some good time really working on, right?
    0:20:47 Because there’s a place where we’re not hardly at all collecting data to hold police accountable.
    0:20:48 We don’t have an incentive scheme.
    0:20:54 It feels like that is ripe for reform and if it were me, that’s where I would start.
    0:21:00 Seven days after that paper came out, I had a five-hour meeting with Obama and activists
    0:21:01 and other folks.
    0:21:03 Al Sharpton was there.
    0:21:06 And Al Sharpton and I probably don’t agree on hardly anything, but there’s one thing
    0:21:07 we agreed on.
    0:21:13 He said, “Look, if we weren’t being harassed daily, then we’d be willing to listen on
    0:21:15 some of these shootings that weren’t clear.”
    0:21:17 That’s a profound point.
    0:21:22 If we could take away the discrimination that we know exists, then there’d be room for
    0:21:24 common ground on these other things.
    0:21:26 So Roland, what happened next?
    0:21:31 Did the president or the Justice Department issue a new manual on best policing practices
    0:21:35 as determined by Roland Fryer, for instance?
    0:21:37 Not even close.
    0:21:38 Not even close.
    0:21:42 But we did have some follow-up meetings with other senior White House officials.
    0:21:49 And the hope was to try to get the head of the FBI at that time, Comey, involved because
    0:21:53 they serve for much longer, typically, than administrations.
    0:21:57 And to start doing these things where we can potentially look at tying federal resources
    0:22:00 to police, collecting the right data, et cetera.
    0:22:01 And just none of it happened.
    0:22:03 I was failed.
    0:22:04 Because why?
    0:22:05 Because that’s just how it works in government.
    0:22:06 Is that the easiest answer?
    0:22:07 I don’t know.
    0:22:08 Maybe I suck.
    0:22:09 I don’t know.
    0:22:15 I really don’t know, but it was extraordinarily frustrating to me because this is something
    0:22:20 that matters so much and it felt like there was a wedge to really make progress.
    0:22:24 After the break, Roland Fryer and the push for corporate diversity.
    0:22:28 I said, why aren’t they doing what we know works?
    0:22:29 I’m Stephen Dubner.
    0:22:31 This is Freakin’omics Radio.
    0:22:41 We’ll be right back.
    0:22:46 In 2019, the economist Roland Fryer started a firm called EO Ventures.
    0:22:48 The EO stands for Equal Opportunity.
    0:22:53 Then he got a two-year suspension from Harvard and had time on his hands.
    0:22:57 He worked 100 hours a week to get EO Ventures off the ground.
    0:23:03 We really want to invest in companies that move the levers that we know are important
    0:23:06 for increasing economic mobility.
    0:23:11 Most companies in their portfolio were founded by women and people of color, people who traditionally
    0:23:14 don’t have the best access to venture capital.
    0:23:17 I mean, as you know, Stephen, I did fight the good fight.
    0:23:21 I wrote a bunch of papers for academic journals, like seven people read them.
    0:23:22 You’re one of them.
    0:23:23 Thank you.
    0:23:28 I spent pretty good time with folks in Washington and other state governments, but I just had
    0:23:29 no impact whatsoever.
    0:23:30 I didn’t get anything done.
    0:23:34 At some point, I had to look myself in the mirror and go, would Milton Friedman go around
    0:23:37 all these foundations and beg them to do the right thing?
    0:23:38 No.
    0:23:42 We would try to use the market forces to increase opportunities.
    0:23:44 When I was a kid, people told me capitalism was the problem.
    0:23:47 What I’m trying to say here is it’s going to be part of the answer.
    0:23:53 One of your portfolio companies I see is called Intus Care, which is described as a data-driven
    0:23:54 elder care company.
    0:23:59 Can you tell me about that firm and how that fits into this notion of investing in a business
    0:24:01 that increases opportunity?
    0:24:02 Yeah.
    0:24:07 This is an interesting one because two of the co-founders are two young black men from
    0:24:09 Brown University.
    0:24:14 They’re former athletes, they marched into my office, these in-shape young black gentlemen
    0:24:21 with this passionate plea for elder care, and it was like, what the heck is going on?
    0:24:27 It’s an interesting field because they are using data in really sophisticated and interesting
    0:24:32 ways to essentially, not to sound like buzzwords, but to risk group people.
    0:24:36 What they’re saying is to actually increase the quality of care.
    0:24:39 Maybe I should check on Steven three times a day because he’s in a higher risk group
    0:24:40 and other people one time a day.
    0:24:44 That would have been great when trying to care for my grandmother at the final stages
    0:24:48 of her life because I never could tell from Boston whether or not she was getting the
    0:24:52 right care, whether or not someone was stopping by to check on her.
    0:24:57 There are big differences by population in terms of how that care goes based on how much
    0:24:58 income you have.
    0:25:03 There’s another company that I guess is a portfolio company in your venture capital
    0:25:05 firm, but you are also involved in this company.
    0:25:10 This is called Sigma squared, which is described as science-driven diversity.
    0:25:13 Can you just give me the top line description on that?
    0:25:22 Sigma squared really is trying to help companies, universities, not for profits, increase diversity,
    0:25:27 but do it in a way that frankly makes sense that is data first.
    0:25:30 That isn’t just hand waving, let’s say.
    0:25:35 The hand waving is, that’s why I started it because after George Floyd, I saw what a lot
    0:25:39 of corporations did in terms of the, I would call it value signaling, and it made me sick
    0:25:41 my stomach, man.
    0:25:46 On the other hand, I went to a friend of mine and I said, “Why aren’t they doing what we
    0:25:47 know works in this area?
    0:25:49 Theorem’s proven.
    0:25:50 There are simulations that have been run.
    0:25:52 Why aren’t they using that?”
    0:25:57 They rolled their eyes at me and said, “Because most CEOs and people in HR are not reading
    0:25:59 papers and economics from the 1990s.”
    0:26:00 I said, “Oh.”
    0:26:04 We wanted to make it easy for them, so we essentially created software that does the
    0:26:06 analytics for them.
    0:26:11 It seems as though just about every kind of institution these days, corporations and
    0:26:17 government departments and universities and so on, have embarked on diversity, equity,
    0:26:20 and inclusion, or DEI programs.
    0:26:25 This was certainly boosted by the outrage around the murder of George Floyd in 2020.
    0:26:32 McKinsey Analysis found that Fortune 1000 companies committed to $66 billion in 2020
    0:26:35 to spending on racial equity initiatives.
    0:26:37 How well do you think that money’s being spent?
    0:26:42 I don’t know, but I would say the jury’s still out, and that’s being very gracious.
    0:26:45 You recently published a piece, Roland, in Fortune magazine.
    0:26:51 It was headlined, “It’s time for data-first diversity, equity, and inclusion.”
    0:26:53 Here’s one sentence I found particularly interesting.
    0:26:59 The average impact, you write, of corporate DEI training is zero, and some evidence suggests
    0:27:04 that the impact can become negative if the training is mandated.
    0:27:11 Uh-oh, that doesn’t sound like a very good return on $66 billion or whatever these firms
    0:27:12 are spending.
    0:27:16 Walk me through that, and then I want to know when it’s failing, why it’s failing, and what
    0:27:17 you want to do differently.
    0:27:21 Yeah, this is not my research, but there have been lots of others who worked on this.
    0:27:27 Professor Princeton Betsy Pollock has a recent paper, and she reports that the impact of those
    0:27:28 trainings is zero.
    0:27:34 Frank Dobbin at Harvard and Sociology Department has also written things that show that not
    0:27:39 only is the impact zero, but he has shown data from companies that when it was mandated,
    0:27:45 the actual share, the percentage, of minority managers goes down.
    0:27:50 So I’m looking at something that I think is from the Dobbin research done with Alexandra
    0:27:54 Kalev in the Harvard Business Review.
    0:27:59 One of the reasons they write that it doesn’t work when it’s mandated, and I just found
    0:28:07 this surprising, but in retrospect maybe not, was that when it’s mandated, managers don’t
    0:28:11 like it because they, quote, “resist strong arming.”
    0:28:14 Can you just talk about how it actually works, how it plays out?
    0:28:16 It varies a lot, company by company.
    0:28:22 Some will put folks through mandatory trainings, some people will just add it as a resource
    0:28:24 for those who want to use it.
    0:28:32 Others will do things like mask information on resumes of applicants because they think
    0:28:35 that is the right thing to do.
    0:28:39 All of these things, even when they have really, really great intentions, scare the heck out
    0:28:40 of me.
    0:28:41 Because why?
    0:28:45 Because they are the equivalent of giving antibiotics no matter what happens when someone
    0:28:46 comes into the doctor’s office, right?
    0:28:50 So you come in with a broken leg, antibiotics, you come in, you got an earache, antibiotic,
    0:28:55 and what happens inevitably is that, let’s suppose that antibiotics works in 10% of the
    0:29:00 cases, then those 10% go, “I told you antibiotics worked, maybe I need a different dosage.
    0:29:03 I can’t quite get this broken ankle to feel better.”
    0:29:08 And so what we really need to do, in my opinion, and this should be controversial, I do this
    0:29:13 in every other research project I’m in and corporations do it in every other aspect of
    0:29:16 their business, is to start with the data.
    0:29:18 Where do we actually have issues?
    0:29:24 And I mean, deeper than, “We don’t have enough black people in the engineering department.
    0:29:25 We know you don’t, okay?
    0:29:26 We don’t have to look.”
    0:29:27 Right?
    0:29:28 Like most companies, that’s true.
    0:29:34 And so the question becomes, “Can I get a full picture of what’s going on in my company?”
    0:29:38 And what type of bias is producing those disparities?
    0:29:41 Social scientists tend to group disparities in different parts.
    0:29:47 Maybe it’s good old fashioned bigotry, but bucket number two could be information.
    0:29:52 Maybe you don’t have perfect information when you hire or promote or assign work.
    0:29:56 And in those cases, maybe you rely on your stereotypes accidentally or on purpose.
    0:30:01 The third one is what I loosely call structural bias.
    0:30:08 And that is you’re doing something that on its surface seems absolutely fine, but unknowingly,
    0:30:11 it’s got a disparate impact on one group or the other.
    0:30:17 I was talking to a company a couple of months ago and they had some supply issues.
    0:30:20 They couldn’t get enough people to apply to their internships.
    0:30:21 Okay?
    0:30:22 And I said, “Well, how do you find people for your internships?”
    0:30:24 They said, “Oh, Roland, it’s really random.”
    0:30:26 I said, “What do you mean random?”
    0:30:30 “Well, we all just, you know, look at our alma maters and we kind of select any random
    0:30:32 kid from our alma mater who wants to work here.”
    0:30:34 And I said, “Well, where’d you go to school?”
    0:30:36 He said, “Yeshiva University.”
    0:30:40 And that’s fantastic, but he might not get the diversity.
    0:30:44 That is not a historically black school, as far as I understand, correct?
    0:30:45 Not historically.
    0:30:46 And again, it’s unwittingly.
    0:30:52 In my experience, the vast majority of the disparities that we see in companies are being
    0:30:54 produced by buckets two and three.
    0:30:59 But you need to know that because imagine it is an information problem, okay?
    0:31:03 The last thing you want to do is hide information on the resume.
    0:31:07 And so that’s my antibiotics versus ankle pain issue, which is you have to take the
    0:31:11 data, diagnose, and then figure out solutions that actually work.
    0:31:12 We’re doing it all wrong.
    0:31:18 So this magic software viewers sounds to me from the outside a little bit like science
    0:31:24 fiction in that you have some kind of magic X-ray wand that you can wave across a firm
    0:31:27 and you can glean what is in people’s minds and hearts.
    0:31:31 But I assume this is real science.
    0:31:34 Persuade me that it’s real and tell me how it actually works.
    0:31:36 It is not at all science fiction.
    0:31:40 It’s going to be embarrassingly simple when I tell you how it works.
    0:31:46 What happens is we integrate into their HR data where they may have data from their applicant
    0:31:48 tracking systems, et cetera.
    0:31:55 The first thing we try to do is understand what the real disparities truly are because
    0:32:00 average disparities are very different than once you actually account for apples and apples,
    0:32:01 right?
    0:32:03 Let me give you an example from a case study.
    0:32:10 So a hospital network reached out to us and said we have a 33% difference in wages.
    0:32:13 So women earn 33% less in our hospital.
    0:32:15 We’ve done all the training we can do implicit bias.
    0:32:17 We’ve done everything.
    0:32:18 And so what can we do?
    0:32:25 We got their data and that 33% was true on average, but it’s a hospital network.
    0:32:30 You can’t compare doctors’ salaries with nurses’ salaries and things like that.
    0:32:34 And so once you’re actually accounted for some basic demographics to compare apples
    0:32:38 with apples, that 33% went down to 8.9%.
    0:32:44 Now that wouldn’t surprise anyone who’s familiar with the research of your Harvard colleague
    0:32:51 Claudia Golden, who’s been writing about the gender pay gap and how we get it wrong.
    0:32:55 But still 8. something percent is not zero.
    0:32:57 So what did you want to do next?
    0:32:58 Oh, and that’s important.
    0:33:00 It’s not zero, but it’s not 33%.
    0:33:04 So you’d be surprised, or maybe you wouldn’t, that this emboldened the COO.
    0:33:07 The COO was a woman who said 8.9%.
    0:33:09 I can do something with 33.
    0:33:11 I don’t know what to do.
    0:33:14 That’s step one, understanding what the true disparities are.
    0:33:21 And for this particular network of hospitals, once you accounted for overtime hours, that’s
    0:33:23 what explained the 8.9%.
    0:33:28 And so we had to figure out why is it that women weren’t working as many hours?
    0:33:33 Was it because they didn’t demand as many hours, or was there a structural barrier to
    0:33:35 them getting the hours they wanted?
    0:33:37 Like family care, perhaps.
    0:33:38 There you go.
    0:33:43 And so what happened is very simple, they had shifts from 7 to 7.
    0:33:46 That’s just the way they’ve always done it, 7 to 7.
    0:33:50 And when they changed the shifts to 10 to 10, then this disparity went away.
    0:33:51 Walk me through that.
    0:33:54 7 to 7, 7 a.m. to 7 p.m. that is?
    0:33:58 Yeah, that was the shift for the nurses, for the hospital network.
    0:34:02 And the issue for this particular network of hospitals, not all, obviously, but this
    0:34:08 particular one, that many of the female employers who were working those shifts told the administration,
    0:34:11 it’s really hard to find childcare in the morning.
    0:34:14 But if I can get my kids to school and come to work, it’s easier to find in the evenings.
    0:34:18 And so therefore, if you shift the schedule back, we can work as many hours because we
    0:34:19 want to work hours.
    0:34:20 They were demanding more.
    0:34:27 The C-suite of this hospital network had put themselves in pretzels trying to understand
    0:34:30 why these big 33% disparities were going on.
    0:34:33 Turns out it was actually 8.9%.
    0:34:37 Turns out if you made a scheduling change, even that was dramatically reduced.
    0:34:43 And so by using data in a matter of a few weeks, it completely transformed how they thought
    0:34:46 about the disparities in their organization.
    0:34:48 That example is incredibly compelling.
    0:34:54 It also strikes me as very different from a lot of what we read about as DEI awareness
    0:34:56 and training and hiring.
    0:35:01 Because the example you gave was so empirical, it was so concrete, it was so actionable and
    0:35:02 so on.
    0:35:04 I hate to be cynical about it.
    0:35:10 And I’m sure that the cases that become public that we read about are just a small fraction
    0:35:11 of them.
    0:35:13 But they make a really big impression.
    0:35:17 I remember there was a story about Wells Fargo, which had done all kinds of illegal junk
    0:35:19 over the previous several years.
    0:35:27 But in 2020, they pledged to increase diversity and they took up this policy that all hires
    0:35:29 over a certain salary level.
    0:35:34 I think it was $100,000 would include at least one interview with a candidate who was female
    0:35:36 or a person of color.
    0:35:40 It was kind of the corporate version of what’s called the Rooney Rule in the NFL.
    0:35:44 It was later revealed, and this was just a couple of years ago, that Wells Fargo had
    0:35:51 conducted fake interviews with women and minorities after the job had already been promised to
    0:35:54 someone else, which I’m assuming is often a white man.
    0:35:59 So when you read that kind of story, you say, “Oh gosh, $66 billion worth of hand-waving
    0:36:00 and window dressing.
    0:36:05 I’m sure it’s not that bad, but can you talk to me about how bad it actually is?”
    0:36:07 Well, I read the same story as you do.
    0:36:10 I just approach it from a different way.
    0:36:16 Some training and those programs, they can work, but when targeted to the problem, this
    0:36:18 is not controversial.
    0:36:19 This is not a magic wand.
    0:36:25 This is, let’s start with the data, and if the data lead us to a particular empirical
    0:36:30 issue that we think the Rooney Rule can solve, let’s do it.
    0:36:34 Let’s actually do it, and it’s not fake do it, but let’s actually do it.
    0:36:40 If the data lead us to a place where we think training is really important, so be it.
    0:36:43 But the issue, I believe, is people are desperate to make a difference.
    0:36:47 They are desperate to show that they are an ally.
    0:36:51 They are desperate to show that they are on the right side of history here.
    0:36:57 So they’re in a big scramble to just do something, and I think that is dangerous because over
    0:37:04 and over again, we have examples that even if they’re earnest attempts, guessing hurts
    0:37:07 the people a lot of times that we’re trying to help.
    0:37:10 And DEI were scared to make mistakes.
    0:37:14 And so I want to introduce, lo and behold, I’m an economist, a little bit of experimentation,
    0:37:19 a little bit of trying things, data-driven to try to really make progress.
    0:37:24 This approach is about getting 2% better every day, not about checking a box so that you
    0:37:28 can appear on the nightly news and say, “We did this great thing and move on.”
    0:37:34 So let me ask you this, Roland, you’ve said in the past that your research on police bias
    0:37:41 hasn’t changed policing, and that your research in education hasn’t really changed education.
    0:37:46 I’m guessing your work on DEI programs probably isn’t going to change DEI also?
    0:37:51 It’s doing amazing, third time’s a charm.
    0:37:57 No, the truth is, I don’t know what impact it has had, but it’s not enough for me because
    0:38:00 I’m committed to what we’re doing, but I don’t want a lot of myself either about the
    0:38:02 impact we’re making.
    0:38:09 The reason that we started EO Ventures was because founders have real power.
    0:38:12 The schools in my grandmother’s neighborhood in Florida are all still bad, but everybody’s
    0:38:14 got an iPhone.
    0:38:18 These founders, these technology companies have really changed the way, obviously, changed
    0:38:20 the way we live and work.
    0:38:26 Can we use that same power to make real changes in the neighborhoods that I’ve been concentrating
    0:38:29 on my whole career and in companies and things like that?
    0:38:30 I really believe that’s true.
    0:38:37 And so I am 100% behind the strategy of using market forces to close racial gaps.
    0:38:38 Hey, that’s pretty good.
    0:38:43 I got to put that on a t-shirt.
    0:38:49 Coming up, after the break, more Roland Friarisms that ought to go on a t-shirt.
    0:38:50 Shalom, brother.
    0:38:55 And what happened when the New York City schools made Friar their chief equity officer?
    0:38:57 Well, kids have a lot of cell phones in schools.
    0:38:59 Do I get credit for that?
    0:39:00 This is Freakonomics Radio.
    0:39:01 I’m Stephen Dubner.
    0:39:11 We’ll be right back.
    0:39:12 A quick reintroduction.
    0:39:15 This is who we are speaking with today.
    0:39:20 I’m Roland Friar and I am a professor of economics at Harvard University and the managing partner
    0:39:21 at EO Ventures.
    0:39:27 And then there’s another project you’re involved in called the Reconstruction Education Project,
    0:39:31 which offers what one person calls an unapologetically black education.
    0:39:34 And this is not instead of school, right?
    0:39:36 It’s online classes on top of school.
    0:39:38 Yeah, this is supplemental.
    0:39:41 But you know, it’s Hebrew school for black kids, right?
    0:39:42 It is.
    0:39:43 Shalom, brother.
    0:39:47 Shalom to you too.
    0:39:51 My co-founder and CEO on that is Kaya Henderson, who is like an American hero, right?
    0:39:56 She did amazing work in DC public schools and with other organizations.
    0:40:02 And Kaya’s got a real vision that black communities should support and nurture and take over how
    0:40:06 we tell history and how we get a chance to write our own story.
    0:40:12 She wants kids to see themselves differently in life and in school, again, very similar
    0:40:16 to what lots of other groups do, whether it’s a Saturday school for folks who are Korean
    0:40:19 or Hebrew school, that’s what Reconstruction is.
    0:40:21 And they’re doing really, really quite well.
    0:40:26 You know, what’s interesting is I hear you just describe Kaya and that project.
    0:40:32 It seems that the public discourse about race treats blackness as a problem.
    0:40:38 And it seems that you not only never thought like that, but think quite the opposite.
    0:40:42 And that feels manifest in something like this Reconstruction project.
    0:40:44 Can you talk about that for a moment?
    0:40:45 And maybe I’m wrong.
    0:40:46 Tell me if I’m wrong, Roland.
    0:40:47 No, man.
    0:40:49 That’s a great point, Stephen.
    0:40:50 You are exactly right.
    0:40:55 And you met years ago, my grandmother, who was really close to me.
    0:40:59 And we had our issues, but love, love, love that woman.
    0:41:05 And one of the things that she did when I was a kid was anytime we saw a white person mess
    0:41:10 up anything, it could be accidentally tripping over a curb.
    0:41:12 It could be that they weren’t quite dancing on beat.
    0:41:16 It could be that they gave the wrong change at the grocery store.
    0:41:21 She would look at me, right in the eyes, and then she would roll hers and she would say,
    0:41:24 “Hmm, that’s that superior race.”
    0:41:28 And she just made me always feel like I was so lucky to be black.
    0:41:33 And so I’ve never, ever, for one second, thought of blackness as a problem.
    0:41:34 And you’re right.
    0:41:39 Many people are seeing that, or at least implicitly and sometimes explicitly, saying that in public
    0:41:45 discourse, we as a community can take over what we teach our kids, what we signal to
    0:41:51 them, and reconstruction is a celebration of black culture.
    0:41:53 It’s a celebration of black love.
    0:41:55 It’s a celebration of black excellence.
    0:42:01 So Roland, you are not what I think of at least as a behavioral economist, but you certainly
    0:42:08 know enough about behavioral ideas like anchoring and framing to understand how strong those
    0:42:13 concepts are for many people and how they can set expectations.
    0:42:19 It’s huge because it implicitly puts a cap on what kids think they can achieve, right?
    0:42:28 Like I really thought I could be anything, and I didn’t understand that we grew up without
    0:42:32 money until I got to Harvard and someone says, “Wow, you grew up without money.”
    0:42:33 I didn’t understand.
    0:42:35 We didn’t summer in places.
    0:42:38 And so I think it’s really important.
    0:42:41 You mentioned framing and anchoring.
    0:42:45 Let’s add another one to that, which economists don’t know a whole lot about, which is identity,
    0:42:46 right?
    0:42:50 Two of my favorite economists, George Akerlof and Rachel Cranton, somewhere around 2000,
    0:42:54 wrote a paper on the economics of identity, and they start this paper with this beautiful
    0:43:00 sentence that identity is one of the most important choices that an individual can make.
    0:43:01 That’s what I think this is about.
    0:43:02 Who am I?
    0:43:03 Who are my people?
    0:43:08 You know, when I was in school in Texas, it was like, well, there was slavery, and then
    0:43:11 there was Jim Crow, and then there’s you, right?
    0:43:17 Let’s take a test, whereas we didn’t learn about the rich history that all of us come
    0:43:18 from.
    0:43:26 And other cultures have institutions or organizations that help them understand their history and
    0:43:33 their role in promoting their own culture and how they situate positively in that history.
    0:43:35 And we don’t do a good job of that.
    0:43:39 I’m really influenced by that question, Stephen, because I just returned a couple of weeks
    0:43:45 ago from Israel, and I called Kaya from Israel, and I said, wow, right?
    0:43:53 This is an example of some of the things we were trying to do in terms of a shared understanding
    0:43:59 of our history, the ups and the downs, and building upon that history to make a generation
    0:44:03 of super kids who, like me, felt like they could do anything.
    0:44:10 Way back in 2008, you went on the Colbert Report, and you said that the achievement
    0:44:14 gap in this country is our biggest civil rights concern.
    0:44:18 That statement has some echoes, to me at least, of Du Bois saying the problem of the 20th
    0:44:21 century is the problem of the color line.
    0:44:22 Yes.
    0:44:25 15 years later, how do you think about that statement of yours?
    0:44:28 The achievement gap is the biggest civil rights concern.
    0:44:29 You think that’s still the case?
    0:44:30 Yeah, absolutely.
    0:44:33 The issue is development, and that’s what I meant.
    0:44:35 It’s development, period the end.
    0:44:39 Yes, of course there’s discrimination in the world.
    0:44:45 Of course there is, but if you just look at the data, the vast majority of the disparities
    0:44:48 are driven by differences in development.
    0:44:51 This is opera pro of everything we’ve been talking about.
    0:44:54 Folks have now decided it’s not the achievement gap anymore because that’s offensive.
    0:44:55 It’s the opportunity gap.
    0:44:56 Give me a break.
    0:44:57 You think that’s helping the people in the neighborhood?
    0:44:58 Oh, thanks.
    0:44:59 Appreciate that.
    0:45:01 I can really go now.
    0:45:06 But yes, that’s it.
    0:45:12 If we can solve that problem, many of the other things that are social ills, there’s
    0:45:16 no magic bullet here, but they will get a lot better.
    0:45:21 When I wrote about defunding the police, I was like, why don’t we invest in kids and
    0:45:28 they’ll have productive jobs and the police can defund themselves?
    0:45:35 Years ago, you were something called the chief equity officer in the New York City schools.
    0:45:37 Tell me how that went and what you learned from it.
    0:45:40 I was fresh out of graduate school, wanting to make a difference.
    0:45:45 I called up PS70 in the Bronx, which was off of Colgate Avenue in the South Bronx, close
    0:45:48 to where my uncle used to live.
    0:45:50 They wanted to do an incentive program.
    0:45:52 I love the idea of an incentive program.
    0:45:54 It fit everything I knew as a young economist.
    0:45:59 They would take tests and they would literally email me the results and I’d order pizza.
    0:46:00 That’s how it started.
    0:46:03 Meaning the kids who did well got pizza or cash later, right?
    0:46:04 Absolutely.
    0:46:05 No cash pizza, man.
    0:46:06 They got pizza.
    0:46:07 Well, didn’t you try some cash later?
    0:46:08 No.
    0:46:09 I tried a whole lot of cash later.
    0:46:10 Yes.
    0:46:16 That was the start of it, one school, and then that blossomed to 14 and then to 140 in New
    0:46:22 York City and half of the school district in Washington, D.C. and schools around the
    0:46:23 country.
    0:46:28 Yes, one of our first things as the chief equity officer in the New York City Department
    0:46:34 of Education was to try innovative programs and rigorously evaluate them, okay?
    0:46:36 Data first.
    0:46:41 Really simple stuff here, like collect data, analyze it, be honest about the answer, don’t
    0:46:45 bury the results when you don’t like them, and then have a real strategy about how to
    0:46:48 execute on ideas that are promising.
    0:46:50 That’s all we were trying to do in the New York City DOE.
    0:46:53 That’s all I’ve tried to deal with the police and all I’m trying to do now with corporate
    0:46:55 DEI.
    0:46:58 In that case, we ran incentive programs, some of them worked, some of them didn’t.
    0:47:02 But then the cool thing that we tried to do, Stephen, that we never quite got off the ground
    0:47:08 was I wanted to rebrand education for kids and communities.
    0:47:11 We had this campaign called School Is Money.
    0:47:16 One of my ideas was, let’s get a rare shoe that LeBron James will wear, and the only
    0:47:22 way to get that shoe is to make good grades in New York City public schools.
    0:47:27 All the adults, they were like, “Oh, this is great, Roland, this is so smart,” right?
    0:47:30 We focused group this with kids, and in 37 seconds, a kid looked at me and said, “Man,
    0:47:36 I want those air nerds.”
    0:47:37 That was done.
    0:47:40 But we tried all sorts of things like that, so we tried an initiative called the Million
    0:47:44 Program where we gave kids cell phones and then we texted them things throughout the
    0:47:50 day to try to give them messages to change the culture around trying hard in school.
    0:47:54 We would say stuff like, “Your average life expectancy is 72 years, that’s a long time
    0:48:01 to be broke,” or give them the fraction of millionaires who also have a high school or
    0:48:06 college degree, things like that, to try to get them to rebrand education.
    0:48:11 This was all a part of that job of chief equity officer, and again, some things really
    0:48:12 worked and some things didn’t.
    0:48:13 But that’s the whole point.
    0:48:17 It was kind of an R&D unit within the New York City Department of Education, and kudos
    0:48:21 to Joe Klein and Mike Bloomberg for letting a 28-year-old kid come and try new things
    0:48:24 that would be kind of unheard of now.
    0:48:29 Are any of those programs, or ones like them, still in existence, either in New York or
    0:48:30 elsewhere?
    0:48:32 Well, kids have a lot of cell phones in schools.
    0:48:33 Do I get credit for that?
    0:48:34 Yes.
    0:48:36 I think we’ll give you all the credit for that, yeah.
    0:48:37 Thank you.
    0:48:38 Thank you, Verizon.
    0:48:42 The incentive programs going on across the country, they’re just not well-publicized
    0:48:46 because they’re still controversial, oddly enough.
    0:48:50 Controversial because of the idea that learning should be driven intrinsically, right, by
    0:48:52 the love of learning versus rewards?
    0:48:54 Yes, absolutely, yes.
    0:48:55 What do you think of that idea?
    0:48:56 I agree with that.
    0:49:00 I also think that there should be peace in the Middle East, and I think global warming
    0:49:01 should stop.
    0:49:02 Okay.
    0:49:03 Anything else?
    0:49:07 But no, seriously, I took it the opposite direction, right?
    0:49:09 They thought you’re going to destroy the love of learning.
    0:49:11 I thought this is a way to cultivate it.
    0:49:14 Do you think you were mostly right then or now?
    0:49:15 I think both of us were wrong.
    0:49:20 I think it had no effect because we measured, lo and behold, there’s that data again.
    0:49:25 We measured using their measures, pre- and post-love of learning, and the coefficient
    0:49:27 was positive, but it wasn’t statistically significant.
    0:49:32 So we had no real effect or big effect on love of learning either way.
    0:49:34 What we did have an effect on is test scores went up.
    0:49:36 And is that not enough?
    0:49:38 To me, that’s fantastic, right?
    0:49:41 You can get test score gains, and you don’t change the love of learning.
    0:49:43 That to me is a policy worth doing.
    0:49:44 Never mind it.
    0:49:46 It’s really inexpensive relative to other reforms, right?
    0:49:51 This isn’t changing the number of kids in a classroom, which is really expensive, but
    0:49:55 this is something where you can actually increase student achievement at a relatively low price.
    0:50:02 Most education reformers, even the most idealistic, also care about test scores, and you are offering
    0:50:07 here a route to a relatively inexpensive intervention that raises them.
    0:50:13 I would think, therefore, that incentive programs in schools would be everywhere and widely
    0:50:14 publicized.
    0:50:15 Why are they not?
    0:50:20 Because there’s real pushback on incentive programs in schools by lots of folks.
    0:50:25 It’s not just the progressives who believe that we should do it for the love of learning.
    0:50:29 I mean, I published this piece in the Wall Street Journal a couple months ago about using
    0:50:31 incentives to battle COVID loss.
    0:50:33 I got it from both sides there again.
    0:50:35 Some people said you’re going to destroy the love of learning.
    0:50:38 The other says, “Here you go again wanting another welfare program.”
    0:50:42 It’s just a controversial thing, and I think that schools are doing it in secret.
    0:50:44 I think they’re doing it without cash.
    0:50:47 They’re doing it with school t-shirts and pizza parties and things like that.
    0:50:51 There’s lots of charter schools and public schools who are doing this that I know about.
    0:50:54 It’s just not as publicized as you might think.
    0:50:59 I want to read a little section of an article that recently appeared in The New York Post.
    0:51:03 This was an opinion piece called, “A New York City School Diploma Isn’t Worth the Paper
    0:51:04 It’s Written On.”
    0:51:06 It’s by Wai Wai Chin.
    0:51:08 She’s a fellow at the Manhattan Institute.
    0:51:13 She’s also the founding president of the Chinese American Citizens Alliance of Greater New York.
    0:51:15 Here’s the opening of this piece in the post.
    0:51:20 When renowned economist and education innovator Roland Fryer served at the School Board of
    0:51:27 Massachusetts and attended a public meeting to close a failing school, a black mother walked
    0:51:30 up to him and told him that the school was a good school.
    0:51:32 “No, ma’am,” said Fryer, who was also black.
    0:51:33 “It’s not.”
    0:51:36 The mother pulled out her child’s report card from her purse.
    0:51:37 It was all A’s.
    0:51:40 The mother insisted, “This is a good school.”
    0:51:45 Fryer had to tell her, “Ma’am, they have lied to you.”
    0:51:49 That story sounds as though it must have come from you originally, so first of all, is that
    0:51:50 a true story?
    0:51:52 It is a true story, yes.
    0:51:56 What does that even mean that the school lied to parents that the A’s that their kids were
    0:51:58 getting weren’t real A’s?
    0:52:03 The issue is this is one of the toughest things I did serve on the School Board of Massachusetts.
    0:52:04 It was an amazing experience.
    0:52:08 To see it from that angle, I took it very seriously.
    0:52:12 The hardest thing I did during my tenure there was to have those meetings where busloads of
    0:52:13 parents came.
    0:52:19 It was really hard for me to watch parents fight to keep open a school where the literacy
    0:52:23 rates and the test scores were so low.
    0:52:28 What I meant by, they have lied to you, is that there’s no way a kid can get all A’s
    0:52:34 and still perform so poorly on these exams that are measuring basic skills.
    0:52:39 The expectations must be very low in that school, and so that’s what I was reacting
    0:52:40 to.
    0:52:41 It was sad, man.
    0:52:43 The thing that drives me nuts, sorry I’m going to get fired up about this, is that this woman
    0:52:47 is doing everything that she thinks is right.
    0:52:51 Part of it is on us dumb researchers who keeps telling stuff in standard deviation units.
    0:52:55 Just don’t understand things in standard deviation units, folks.
    0:53:02 We are obfuscating the truth by providing this in a way that not all parents can digest
    0:53:05 in the way they should.
    0:53:06 That’s what I was seeing.
    0:53:09 This woman looked at the school, saw a great report card, so she thought it was a good
    0:53:11 school, but her kids were not being served there.
    0:53:16 Is this what’s behind the motivation of a lot of schools to get rid of standardized
    0:53:17 tests then?
    0:53:19 I don’t know if it’s to get rid of them.
    0:53:21 It may even be to make them easier.
    0:53:25 I really do believe that kids will live up or down to your expectations.
    0:53:28 That if we really held those things high, and this is not just role and talking when
    0:53:34 we did our work on effective schools, one of the five tenants that makes the school
    0:53:36 effective is high expectations.
    0:53:41 When you don’t have that, then there is this gap between what a kid thinks that they’re
    0:53:45 doing and their report card potentially, and actual skills.
    0:53:50 You mentioned that high expectations are one of five behaviors or policies that make good
    0:53:51 schools good.
    0:53:57 This was in a study you did of charter schools, but as I understand it, this would apply universally.
    0:53:59 Can you list the other four?
    0:54:00 Sure.
    0:54:03 More time in school, so basic physics of education.
    0:54:04 That’s pretty simple.
    0:54:06 Then there’s using data to drive instruction.
    0:54:11 It wasn’t just that you use data, because nearly every school now has some form of data.
    0:54:15 What was different about the schools that were effective is that they had a real plan.
    0:54:21 If we take this assessment and 50% of the kids pass, then we pause and we reteach.
    0:54:22 We don’t just keep going.
    0:54:26 Number three was small group instruction, or what my grandmother would call it, good old
    0:54:27 passion tutoring.
    0:54:32 If you tutored kids in groups of six or less for four or more days per week, then your
    0:54:35 test scores were a lot higher than human capital.
    0:54:41 How you select, retain, and develop teachers, and particular teacher feedback, really, really
    0:54:42 important.
    0:54:46 The last one was, as I said before, a culture of high expectations.
    0:54:50 They all understood that they were dealing with high poverty rates.
    0:54:55 They all understood that they were dealing with, unfortunately, many single family households,
    0:54:59 et cetera, but they didn’t use as an excuse not to teach.
    0:55:03 Those five factors explained 50% of the variance and what made some charter schools good and
    0:55:06 others not so good.
    0:55:07 Let me ask you this.
    0:55:14 If you look back at your life and career, how would you think about measuring the costs
    0:55:19 and benefits of your being black, both professionally and personally?
    0:55:24 Man, that’s a great question.
    0:55:33 Never really think about it, except for, you know, I’m a lot cooler than my colleagues.
    0:55:35 Honestly, I don’t really think about it.
    0:55:41 Look, let’s be honest, it has open doors, it has closed windows, right?
    0:55:45 I have been given tremendous opportunities, and I try to take advantage of them.
    0:55:48 I don’t have any to spare, put it that way.
    0:55:50 I think it’s helped me some.
    0:55:51 It’s hurt me some.
    0:55:52 What the net effect is?
    0:55:53 Don’t know, don’t care.
    0:55:57 Do you think race played some significant role in what happened with you at Harvard and
    0:56:00 the suspension or no?
    0:56:07 You know, I think that probably, but not in the ways that you might think, I also believe
    0:56:12 that, you know, being an asshole probably didn’t help, right?
    0:56:14 I’m no angel here either.
    0:56:21 Early in my career, for example, I really tried not to have any money that I raised
    0:56:25 privately go to overhead for the university.
    0:56:28 I was trying to give it to poor communities, and that’s probably not the best way to build
    0:56:30 teamwork.
    0:56:34 And there was a point at which, like, folks inside the university didn’t want to be associated
    0:56:38 with my incentives research, because it was too controversial.
    0:56:42 So did I push the boundaries trying to do things for the kids in the neighborhoods I
    0:56:43 served?
    0:56:44 Yes.
    0:56:47 Did I spend more time off campus, because I thought that the kids in these neighborhoods
    0:56:49 needed my time more than the kids on campus?
    0:56:51 Yes, I did.
    0:56:54 And did that rub people the wrong way, and did that come across?
    0:56:56 That’s all I’m sure it did.
    0:56:57 Do you regret it?
    0:57:01 Do you feel like that’s just who you are and you’ve learned from it and you’re in a different
    0:57:02 mode now?
    0:57:09 Of course, of course, I regret it and have apologized for it, and the thing that I worked
    0:57:16 really hard on while I was off campus was trying to be authentically me, but not have
    0:57:21 anything that could be even perceived as offensive to someone else, and that’s hard.
    0:57:24 But I took it very seriously, and I’m back better.
    0:57:25 I’m back stronger.
    0:57:31 I used to—it would have been nothing for me to have on Thanksgiving, to have 20 students
    0:57:34 over my house for Thanksgiving dinner, cook a bunch, they fall asleep on the couch, we
    0:57:35 play video games.
    0:57:37 I don’t do that anymore.
    0:57:43 So I would say that there’s clear delineation from my living room to work, and I think that’s
    0:57:44 a good thing.
    0:57:47 I was worried that was not going to be—I thought, “How could I do really cutting-edge
    0:57:48 burger?”
    0:57:49 But I was wrong about that.
    0:57:55 I can still be—me, you and I have mixed it up the whole time here—I’m still rolling,
    0:57:56 I still care about these issues.
    0:58:02 I refuse to not tell the truth, but I’m at a different and, dare I say, more mature
    0:58:04 part of life.
    0:58:07 I broke a lot of glass early on in my career that had nothing to do with that, but all
    0:58:12 to do with me being impatient as hell and wanting to help and trying to do the right
    0:58:16 thing, and I don’t think that was helpful.
    0:58:18 Thanks to Roland Fryer for this conversation.
    0:58:23 We covered a lot of ground, and even though I thought I knew his work pretty well, I learned
    0:58:24 an awful lot.
    0:58:25 I hope you did too.
    0:58:29 We checked back in recently with Fryer to get an update on his various projects.
    0:58:36 He told us that his early-stage investing fund EO Ventures raised $100 million in 2022,
    0:58:42 and Sigma Squared, his data-driven diversity consulting firm, raised $10 million in Series
    0:58:43 A funding.
    0:58:47 It is now leveraging its analytics platform beyond enterprise HR.
    0:58:52 Police departments around the country have started using Sigma Squared’s toolkit as
    0:58:56 an early warning sign to flag bias in police practices.
    0:59:00 Fryer is also now a Wall Street Journal contributor, and his first piece there caught my eye,
    0:59:05 so he and I have decided to turn that into a future Freakonomics Radio episode, so keep
    0:59:07 your ears open for that.
    0:59:11 We will be back soon right here with our regular weekly episode.
    0:59:15 Until then, take care of yourself, and if you can, someone else too.
    0:59:18 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    0:59:24 You can find our entire archive on any podcast app, also at Freakonomics.com, where we publish
    0:59:25 transcripts and show notes.
    0:59:28 This episode was produced by Alina Cullman.
    0:59:33 Our staff also includes Augusta Chapman, Dalvin Abouaji, Eleanor Osborn, Ellen Frankman,
    0:59:37 Elsa Hernandez, Gabriel Roth, Greg Rippen, Jasmine Klinger, Jeremy Johnston, John Snarrs,
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    0:59:48 Our theme song is Mr. Fortune, by the Hitchhikers, our composer is Luis Guerra.
    0:59:52 As always, thank you for listening.
    0:59:56 My favorite quote of all of our things when we were going around, you said, “Wow, man,
    1:00:00 you’re really in shape for whatever it was at that point, 80,” and he said, “What’s
    1:00:01 your secret?”
    1:00:02 “Oh, man, eat well.
    1:00:03 I don’t eat any pork.”
    1:00:05 And I definitely don’t eat no pork.
    1:00:08 He said, “Well, what are that in your beans there, sir?”
    1:00:09 “Ham.”
    1:00:24 The Freakin’omics Radio Network, the hidden side of everything.
    1:00:24 Stitcher.
    1:00:27 (gentle music)
    1:00:29 you

    His research on police brutality and school incentives won him acclaim, but also enemies. He was suspended for two years by Harvard, during which time he took a hard look at corporate diversity programs. As a follow-up to our recent series on the Rooney Rule, we revisit our 2022 conversation with the controversial economist.

     

    • SOURCE:
      • Roland Fryer, professor of economics at Harvard University.

     

     

  • 604. Did the N.F.L. Solve Diversity Hiring? (Part 2)

    AI transcript
    0:00:09 In our previous episode, we talked about the ever expanding National Football League, which
    0:00:14 is already the biggest, richest sports league in history.
    0:00:20 The NFL is a tight confederation of 32 teams that are essentially run as individual firms.
    0:00:24 Unlike the European soccer leagues, where the worst teams are pushed out each year and
    0:00:30 placed by teams from the lower ranks, the NFL is a closed ecosystem.
    0:00:33 And it is an extraordinarily powerful one.
    0:00:38 The NFL lies at the center of not only sport, but also media and advertising, gambling, pop
    0:00:42 culture and politics, and just about anything else you can think of.
    0:00:45 It may be sacrilegious to say this, but it may also be true.
    0:00:50 The NFL, which plays most of its games on Sunday afternoon, is the closest thing we
    0:00:53 have today to a national religion.
    0:00:58 In 1960, on Meet the Press, Martin Luther King Jr. made the following observation about
    0:01:00 church going.
    0:01:03 I think it is one of the tragedies of our nation.
    0:01:08 One of the shameful tragedies at 11 o’clock on Sunday morning is one of the most segregated
    0:01:14 hours, not the most segregated hours in Christian America.
    0:01:20 If Sunday morning church time is or at least was the most segregated hour in America, would
    0:01:26 it also be sacrilegious to say that the rest of Sunday is the least segregated?
    0:01:30 There are countless constituencies attached to this game.
    0:01:36 Because of that, the NFL draws enormous attention, and it often sets the cultural or political
    0:01:41 agenda, especially when it comes to society and race.
    0:01:45 The story we began last week looked at an NFL policy called the Rooney Rule, named after
    0:01:48 the late Pittsburgh Steelers owner, Dan Rooney.
    0:01:53 The rule was adopted in 2003, and it required that whenever an NFL team hired a new head
    0:01:57 coach, which happens on average about every three years, that they interview at least
    0:02:00 one candidate who isn’t white.
    0:02:05 Some people saw this move as long overdue, since the majority of NFL players were black
    0:02:09 and the vast majority of head coaches were white.
    0:02:13 Dan Rooney’s name was attached to this policy not only because he helped build consensus
    0:02:19 for it among the league’s 32 team owners, but because his Steelers have been out front
    0:02:26 on diverse hiring at every level of the organization, players, coaches, scouts, team executives,
    0:02:27 and more.
    0:02:32 The Steelers also had the most Super Bowl wins in history, so there was some proof of
    0:02:33 concept there.
    0:02:38 The Steelers current head coach, Mike Tomlin, is a black man and the longest tenured coach
    0:02:40 in the NFL.
    0:02:46 Tomlin hasn’t won a Super Bowl since 2009, but he also hasn’t had a single losing season
    0:02:47 in 17 years.
    0:02:54 In other words, the Rooney family, which still owns the team, has lived out the Rooney Rule.
    0:02:58 Several other teams followed them, and in the first decade of the rule, it seemed to
    0:03:01 have the intended effect.
    0:03:05 Today on Freakin’omics Radio, we’ll hear where things went wrong in the second decade.
    0:03:08 Yes, I would call that a sham interview.
    0:03:13 And we’ll hear how the Rooney Rule has reverberated in the corporate world, especially after the
    0:03:15 police murder of George Floyd.
    0:03:19 Yay, I hire a lot of diverse people and the ferries come and everything happens and there’s
    0:03:21 sprinkle of dust and it’s great.
    0:03:27 Along with a massive wave of DEI policy, there has been DEI pushback.
    0:03:28 We’ll hear some of that too.
    0:03:33 Part of the actors stirred up new theories that the way to fight racial discrimination
    0:03:36 is with brand new racial discrimination.
    0:03:41 As for the NFL, how can you measure the Rooney Rule’s long-term effect?
    0:03:48 So we collected data on over 1,300 coaches, and it yielded a data set of over 10,000 coach
    0:03:49 years.
    0:03:54 Try not to Google number of black coaches in the NFL today until the end of this episode,
    0:03:55 okay?
    0:04:21 In the meantime, you won’t have to.
    0:04:30 Let’s start with Tynesha Boyer Robinson.
    0:04:35 I go by Ty, and I’m the president and CEO of CapEQ, and we work with businesses and
    0:04:40 investors to embed equitable impact into their daily practices.
    0:04:45 Most people would call Boyer Robinson a diversity consultant, but she is not a fan of that label.
    0:04:50 I always say equitable impact because diversity opens a drawer in people’s heads that’s usually
    0:04:51 people-related.
    0:04:53 It’s just, “Do you look like me?
    0:04:54 Are you the same gender?
    0:04:55 Are you the same race?
    0:04:56 Are you the same ethnicity?”
    0:05:01 And to really build an equitable organization, it’s really about, “Is our workforce reflective
    0:05:03 of our population?”
    0:05:09 If you believe in all talent is created equal, then you would believe that your company should
    0:05:12 be recruiting people in a way that reflects the population.
    0:05:15 And if it isn’t, there’s something broken in your system that’s keeping certain people
    0:05:17 out and keeping certain people in.
    0:05:24 So in terms of equitable impact, how does she think about the NFL and the Rooney Rule?
    0:05:27 The Rooney Rule is really about making sure that you have a diverse slate when you’re
    0:05:30 selecting and hiring people.
    0:05:31 That’s it in its nutshell.
    0:05:37 There’s so much about the league itself that’s diverse that it’s bizarre not to have an organizational
    0:05:41 structure that reflects its employee base.
    0:05:43 How are you able to navigate the needs of the employee base?
    0:05:46 Or even if you think about the consumer base, it’s incredibly diverse.
    0:05:51 The NFL is such a powerful organization for bringing so many demographics together and
    0:05:53 feeling like one, like feeling like one body.
    0:05:57 You may not agree on your politics or whatever, but if you’re a chiefs fan, you’re like,
    0:05:58 “Patty Mahomes, let’s go!
    0:06:03 Yes, I love Kelsey and Swift.”
    0:06:09 It’s nice to think about the NFL in that way as a big unifying force in America.
    0:06:15 And when you hear, as we heard last week, that the 32 NFL teams adopted the Rooney Rule
    0:06:20 in a unanimous vote, you might get a nice warm feeling, but it didn’t take much digging
    0:06:25 on our part to learn that a unanimous vote isn’t as meaningful as it may seem.
    0:06:26 Here is Jeremy Duru.
    0:06:32 He is a legal scholar at American University and the author of a book called Advancing the
    0:06:37 Ball, Race, Reformation, and the Quest for Equal Coaching Opportunity in the NFL.
    0:06:43 What I will say is that it wasn’t two weeks after everybody had agreed to the rule that
    0:06:47 it was totally flouted by an owner who just agreed to it.
    0:06:49 I think a part of it was, Stephen.
    0:06:53 All right, this thing, here’s another equal opportunity initiative.
    0:06:54 Let’s just agree to it and keep moving.
    0:06:56 Who was the owner who flouted it?
    0:06:57 Jerry Jones.
    0:07:00 Jerry Jones, Dallas Cowboys, and who did he hire as his head coach?
    0:07:02 Bill Parcells.
    0:07:03 And let’s be clear.
    0:07:06 I mean, Bill Parcells, he’s a Hall of Fame coach.
    0:07:07 He’s a great coach.
    0:07:09 Nobody could argue that he’s not.
    0:07:11 But this rule had just been put into place.
    0:07:19 What happened was Jerry Jones interviewed Parcells over the course of I think 11 hours
    0:07:24 during two trips, both of which he took his private jet to Jersey to interview Bill Parcells
    0:07:25 and come back.
    0:07:28 So two cross country chips.
    0:07:32 And he called Dennis Green, who had previously been fired by the Vikings.
    0:07:33 Black coach.
    0:07:34 Black coach.
    0:07:39 And they spoke on the phone for 20 minutes and Parcells was hired.
    0:07:40 Now wait a minute.
    0:07:41 He flouted the rule.
    0:07:45 Sounds like he lived by the letter of the law, if not the spirit.
    0:07:48 I wouldn’t say if not the spirit, Steve, that’s definitely not the spirit.
    0:07:53 I mean, you have 11 hours in person versus 20 minutes on the phone.
    0:07:55 So do you think of that as a total sham interview then?
    0:07:56 Yes.
    0:07:58 I would call that a sham interview.
    0:08:04 Did anyone say to Jerry Jones, hey, we the owners just agreed to this rule where we’re
    0:08:09 going to require at least one minority interview every time you hire head coach and you didn’t
    0:08:12 what’s the story, did anybody confront him on that?
    0:08:13 Yes.
    0:08:17 The league looked into it and they said basically what you just indicated earlier, which is,
    0:08:21 well, you know, the rule says you’re going to interview a person of color before the
    0:08:23 hire and the club did that.
    0:08:28 Now we recognize the club did not offer a full-throated interview to Green, but he didn’t violate
    0:08:30 the rule.
    0:08:33 And then you had the Lions, the Lions situation.
    0:08:38 You had the general manager who desperately wanted a head coach for years.
    0:08:44 Steve Meriuci was the coach that Matt Mellon wanted, Matt Mellon being general manager.
    0:08:49 And when he became available, Mellon basically said it was clear to everyone in the community
    0:08:51 as well as in the press, I’m hiring mooch.
    0:08:54 That’s a nickname, Steve Merige, I’m hiring mooch.
    0:08:57 And so I said to some black coaches, could you come up for an interview?
    0:09:01 I want to be respectful of the rule, even though, you know, it’s going to be mooch.
    0:09:03 And no black coaches would go in for the interview.
    0:09:05 Because they knew that it was useless.
    0:09:07 Because they knew it was useless.
    0:09:11 And in this case, the Rooney Rules text was violated as well.
    0:09:17 It was after the experience of the text being violated by the Lions and the spirit being
    0:09:23 violated by the Cowboys that the league altered and strengthened the rule.
    0:09:29 By the next summer, the league had altered the rule to require a meaningful interview
    0:09:33 and meaningful is defined as similarly situated.
    0:09:37 So if you only view one person in person, the other should be interviewed in person.
    0:09:41 If you interview one person for five hours at the facility, then the other person should
    0:09:44 be interviewed for roughly five hours at the facility.
    0:09:48 So there really did seem to be progress being made.
    0:09:55 It was expanded to the general manager ranks and the general manager ranks increased with
    0:09:57 respect to diversity.
    0:10:04 Around 2007, 2008, the rule was so well respected in the league and it’s been exported to organizations
    0:10:07 across the world in this country totally apart from sport.
    0:10:14 So most trends, once they start in a strong direction, positive or negative, they develop
    0:10:20 some momentum and even if they might have been unusual 10 years ago, once they become
    0:10:22 the norm, they just stay the norm.
    0:10:25 But that was not the case here, correct?
    0:10:26 That wasn’t the case.
    0:10:27 No, that wasn’t the case.
    0:10:28 So what happened?
    0:10:30 A number of things happened.
    0:10:36 When you have 32 different businesses, you’re going to have those 32 different perspectives.
    0:10:40 You just had some organizations that just weren’t really into it.
    0:10:48 There seemed to be a reduction in commitment to equity in the league generally and to the
    0:10:50 Rooney Rule specifically.
    0:10:55 And did that reduction translate into a reduction in minority coaches?
    0:10:56 Yeah.
    0:10:57 Yeah.
    0:11:04 It was from the mid-20s up until the end of the decade.
    0:11:09 In 2018, the owner of the Oakland Raiders, Mark Davis, essentially admitted that he broke
    0:11:11 the Rooney Rule.
    0:11:15 The Raiders, like the Detroit Lions in 2003, had already picked out the head coach they
    0:11:21 wanted to hire, or in this case, rehire, John Gruden, who had a successful run as the Raiders
    0:11:23 coach nearly two decades earlier.
    0:11:30 This time around, once Mark Davis got a commitment from Gruden, he had his general manager conduct
    0:11:34 two perfunctory interviews with minority coaches.
    0:11:40 Gruden then signed a contract with the Raiders, worth a reported $100 million over 10 years.
    0:11:46 He barely lasted three years, during which time he won just over 40% of his games.
    0:11:50 And he resigned in disgrace after the discovery of a bunch of his old emails that were filled
    0:11:53 with racist, sexist, and homophobic remarks.
    0:11:58 The Raiders were never disciplined by the league for violating the Rooney Rule when
    0:12:02 they hired Gruden, just as the Dallas Cowboys hadn’t been disciplined earlier when they
    0:12:04 hired Bill Parcells.
    0:12:09 In fact, only one team has ever been disciplined for violating the Rooney Rule, the Detroit
    0:12:12 Lions, for how they hired Steve Mariucci.
    0:12:18 That produced a $200,000 fine, which in the NFL is pocket change.
    0:12:23 For what it’s worth, Mariucci also bombed out as coach of the Lions.
    0:12:30 He won only around a third of his games, and he was fired midway through his third season.
    0:12:36 These three head coach hirings, Mariucci, Gruden, and Parcells, are of course a tiny sample,
    0:12:42 but if you pay even a little attention to the NFL, you will recognize a pattern.
    0:12:48 Team owners hire coaches who look the part, who feel the part, even if they are no longer
    0:12:53 right for the part, even if there might be better candidates out there who, for one reason
    0:12:57 or another, don’t quite look the part to the team’s owner.
    0:13:02 By 2019, there were just three black head coaches in the league, the same number as
    0:13:05 in 2003, the year the Rooney Rule took effect.
    0:13:09 Yeah, so the situation had become bad.
    0:13:15 That was a situation among NFL head coaches, at least, but as Jeremy DeRue noted earlier,
    0:13:19 other organizations had begun to take interest in the Rooney Rule.
    0:13:22 The underlying policy is pretty simple.
    0:13:26 It requires what HR people call a diverse candidate slate.
    0:13:29 This was hardly a new idea in corporate America.
    0:13:34 Companies like Goldman Sachs and Starbucks had already adopted it without much fanfare,
    0:13:38 but there was something about the simplicity of the Rooney Rule, or maybe it was the catchier
    0:13:45 name, or the halo effect of the NFL, that gave this policy a bit more buzz.
    0:13:50 In New York, city controller Scott Stringer sent a letter to a few dozen big American
    0:13:55 companies, including AT&T and Walt Disney, calling for them to adopt a version of the
    0:14:01 Rooney Rule and noting its connection to the NFL, a nice halo effect.
    0:14:05 Within a year, Stringer’s office announced that 14 of those companies had adopted the
    0:14:06 policy.
    0:14:12 The city of Portland, Oregon adopted the Rooney Rule for hiring municipal employees, so did
    0:14:13 the city of Pittsburgh.
    0:14:17 It was also adopted by the English Football League, which includes the three main soccer
    0:14:20 divisions below the Premier League.
    0:14:27 Back in the NFL, meanwhile, Dan Rooney had died in 2017, but the league kept building
    0:14:29 on his rule.
    0:14:35 In 2020, the policy came to cover not just general managers and head coaches, but also
    0:14:41 the head coaches, three lieutenants, the offensive, defensive and special teams coordinators.
    0:14:45 The new version of the rule also required that at least two non-white candidates be
    0:14:48 interviewed for each job instead of one.
    0:14:50 Jeremy DeRue again.
    0:14:54 And that was a result of a number of studies, including one from the Harvard Business Review
    0:15:00 that indicated that when you have one person of color being interviewed in otherwise homogenous
    0:15:07 interviewee group, that person of color is automatically, albeit, perhaps subconsciously, recognized
    0:15:11 as the outsider, the person who’s just here to check a box.
    0:15:17 When you have more than one, let’s say you have two, that doesn’t attach to both, right?
    0:15:20 Both of them are considered more seriously.
    0:15:25 They call it two in the pool, and the Harvard Business Review study revealed that when you
    0:15:30 have two in the pool, the likelihood of getting a person of color or a woman in this seat
    0:15:31 is much higher.
    0:15:39 And so these parties pushed through, changes to the Rooney Rule, and that time period coincided
    0:15:44 with the spring and summer of 2020.
    0:15:49 Less than a week after the NFL made these amplifications to the Rooney Rule, a black
    0:15:53 man was killed by police in Minneapolis.
    0:15:57 To the break, the consequences of George Floyd’s murder.
    0:16:00 I’m Stephen Dubner, and this is Freakonomics Radio.
    0:16:11 We’ll be right back.
    0:16:17 In the spring of 2020, the police killing of George Floyd set off a wave of despair and
    0:16:22 protest that hadn’t been produced by similar incidents in the recent past.
    0:16:27 Maybe it’s because it happened during the early terrible months of the COVID pandemic.
    0:16:31 Maybe it’s because the incident was captured on video for everyone to see.
    0:16:38 Whatever the case, Floyd’s death supercharged our national conversation on racial and social
    0:16:41 equity, including in the NFL.
    0:16:46 Roger Goodell, the league’s commissioner, felt compelled to say this.
    0:16:54 “We the National Football League condemn racism and the systematic oppression of black people.
    0:16:59 We the National Football League admit we were wrong for not listening to NFL players earlier
    0:17:04 and encourage all to speak out and peacefully protest.
    0:17:09 We the National Football League believe black lives matter.
    0:17:16 I personally protest with you and want to be part of the much needed change in this country.
    0:17:20 Without black players, there would be no National Football League.”
    0:17:26 That line about admitting we were wrong for not listening to NFL players earlier.
    0:17:29 That seems to refer to the NFL’s treatment of Colin Kaepernick.
    0:17:35 Kaepernick was a San Francisco 49ers quarterback who a few years earlier began taking a knee
    0:17:41 rather than standing during the pregame national anthem to protest police brutality.
    0:17:47 Not long after, Kaepernick’s NFL career was essentially over, but now in the aftermath
    0:17:54 of the George Floyd murder, the NFL pledged $250 million over 10 years to combat systemic
    0:17:56 racism as they put it.
    0:17:59 Some of this took the form of on-field messaging.
    0:18:05 Players were allowed to wear social justice messages on their helmets, teams painted slogans
    0:18:06 in their end zones.
    0:18:09 It takes all of us and end racism.
    0:18:13 The pregame now included a performance of “Lift Every Voice,” a song known as the
    0:18:17 Black National Anthem, and if you’ve been watching NFL games this season and wonder
    0:18:24 why you’re seeing so many get-out-the-vote ads, that too is part of the program.
    0:18:29 The National Basketball Association made similar changes, even NASCAR got on board.
    0:18:34 The National Association for Stock Car Auto Racing has never been known for racial enlightenment,
    0:18:37 in fact, quite the opposite.
    0:18:42 But after the George Floyd killing, NASCAR banned the Confederate battle flag from all
    0:18:44 its events and properties.
    0:18:49 NASCAR President Steve Phelps later said that banning the flag had a surprising upside,
    0:18:55 a big surge in younger fans who had been turned off by NASCAR’s redneck reputation.
    0:19:00 Back in the NFL, meanwhile, the George Floyd aftermath produced a further strengthening
    0:19:02 of the Rooney Rule.
    0:19:06 This time, the league used a carrot instead of a stick.
    0:19:07 Here’s the carrot.
    0:19:12 If your team already had a minority coach or executive and if another team poached that
    0:19:17 person, which happens all the time, then you would be compensated with extra picks in the
    0:19:19 college draft.
    0:19:22 You would literally get extra players for your team.
    0:19:27 In last week’s episode, we spoke with Herm Edwards, a longtime NFL player and coach,
    0:19:30 now an analyst for ESPN.
    0:19:36 He told us what it was like to be the first black head coach at every team where he landed.
    0:19:42 I also asked him what he thought of this policy of teams getting extra draft picks for losing
    0:19:43 a minority coach.
    0:19:47 Oh, because now you’re telling me, if you hire a black coach, you get compensation.
    0:19:48 Really?
    0:19:49 What?
    0:19:52 I always tell people, he’s just a coach.
    0:19:53 They’re hiring a coach, man.
    0:19:55 When they hire a white coach, you mean they don’t give them anything?
    0:19:58 Let’s say I hire a black coach, I get something extra.
    0:20:00 I mean, stop.
    0:20:02 It shouldn’t have to come to that.
    0:20:04 It really shouldn’t.
    0:20:07 And I get why they did it, but it’s like, really, guys?
    0:20:09 Herm Edwards may not like this new policy.
    0:20:15 He may see it as patronizing, but the George Floyd killing had provoked a widespread racial
    0:20:21 reckoning, as it was often called, and all sorts of institutions and firms decided that
    0:20:24 diversity was good for business.
    0:20:30 Corporate America was particularly enthusiastic, usually in the form of a DEI hiring program
    0:20:34 that stands for diversity, equity, and inclusion.
    0:20:41 In 2020, US companies spent a reported $7.5 billion on DEI programs, a lot of money for
    0:20:45 something that many people hadn’t heard of a year earlier.
    0:20:51 Many billions more were pledged to organizations and projects devoted to racial justice or
    0:20:52 racial equity.
    0:20:59 Even so, if you lined up all the CEOs in the Fortune 500 for a team photo, it would
    0:21:05 look like a team photo of all NFL head coaches a few decades ago.
    0:21:10 As of this recording, fewer than 2% of Fortune 500 CEOs are black.
    0:21:14 Tynisha Boye Robinson says this shouldn’t be too surprising.
    0:21:19 I think people overcomplicate DEI, and they’re like, “Oh my gosh, diversity must not work
    0:21:21 because we poured millions of dollars into it.
    0:21:22 What happened?”
    0:21:24 It’s no different than saying, “Oh, you know what?
    0:21:26 I want to run a marathon,” and then somebody just started running.
    0:21:28 You’re like, “What the…”
    0:21:33 There is a 42-week process where you train, y’all.
    0:21:37 You don’t just get up and say, “I’m going to run 26.2 miles,” and that’s what people
    0:21:38 did with their diversity efforts.
    0:21:40 They said, “Oh, George Floyd, that’s bad.
    0:21:41 We don’t want to be bad.
    0:21:42 We don’t want to be racist.
    0:21:46 We’re going to fix diversity,” and then they, like, having no infrastructure, having
    0:21:50 no training, having no muscles built, just threw a whole bunch of money at it, and we’re
    0:21:52 surprised it didn’t work.
    0:21:57 Whereas if I told those same people, “You needed to launch a new product because your
    0:22:00 lunch is getting eaten by your competitor,” they would do strategy and analysis.
    0:22:02 They might pull in some consultants.
    0:22:03 They’d start off with a pilot.
    0:22:08 They know how to fix these problems, but when it came to diversity, their brains often went
    0:22:13 off, and they went straight to action because they didn’t know what else to do.
    0:22:17 And over the past few years, a lot of firms have been trimming their diversity programs.
    0:22:25 Tesla, Metta, Lyft, Home Depot, and other companies have cut DEI teams by more than 50%.
    0:22:29 And you remember those sham interviews we told you about in the NFL?
    0:22:31 They seem to have happened in corporate America, too.
    0:22:38 A recent class action lawsuit against Wells Fargo, the third largest bank in the US, accused
    0:22:43 them of defrauding shareholders by misrepresenting their commitment to diverse hiring practices.
    0:22:49 Wells Fargo had adopted a Rooney Rule-like policy, which required that half of the job
    0:22:54 candidates who interviewed for positions above a certain salary come from one of several
    0:22:59 minority categories– race, gender, disability, or sexual orientation.
    0:23:05 The lawsuit alleges that many of those candidates got interviews only after the job was already
    0:23:06 filled.
    0:23:10 Wells Fargo denies the allegations, the suit is ongoing.
    0:23:18 Meanwhile, in some circles, there is a fierce backlash against any sort of DEI policy, including
    0:23:21 the NFL’s own Rooney Rule.
    0:23:25 A conservative nonprofit called America First Legal, founded by former Trump advisor Stephen
    0:23:30 Miller, filed a federal civil rights complaint against the NFL, arguing that the Rooney
    0:23:35 Rule is itself discriminatory and, therefore, illegal.
    0:23:39 We couldn’t get America First Legal to speak with us, but we did have a conversation with
    0:23:42 someone who takes a similar position.
    0:23:46 The Rooney Rule, or anything that aims at quotas, headcounts, whatever they want to
    0:23:52 call them, doesn’t do the hard work, the necessary work, the important work.
    0:23:57 And that’s why they so fundamentally make things worse, even when they’re good-hardly
    0:23:59 trying to make things better.
    0:24:00 That is Scott Shepard.
    0:24:04 I’m the general counsel at the National Center for Public Policy Research.
    0:24:10 I was also the director of the Free Enterprise Project, which is our center’s project
    0:24:15 that for about 20 years has recognized the leftward drift of corporations and has been
    0:24:20 the shareholder proponent trying to stand at thought that hollering stop.
    0:24:25 In order to be that shareholder proponent, Shepard’s organization buys stock in the companies
    0:24:27 it wants to monitor.
    0:24:29 And how much stock do they need to buy?
    0:24:34 One share if we want to try to make a comment at a shareholder meeting, but to submit a
    0:24:38 shareholder proposal, the floor is very low.
    0:24:45 It’s only continuously owning $2,000 worth of a company for three years without let-up.
    0:24:50 And how does Shepard see his organization representing the interests of the shareholders?
    0:24:55 We are fighting the breaches of fiduciary duty, and particularly the breaches of fiduciary
    0:25:01 duty arising from partisanship, from directors and executives taking their eyes off the ball
    0:25:07 and getting involved in completely unnecessary, completely unrelated to core business.
    0:25:12 Partisan controversies that are guaranteed to upset lots of people, to have high potential
    0:25:15 risk and not much upside.
    0:25:19 When things are good for companies, no behaviors have to be forced.
    0:25:24 If discrimination on the basis of race, sex, and orientation were good for corporations,
    0:25:27 would have been figuring out a way to do it on their own.
    0:25:31 So your argument is that if it were good for the business, the business would be doing
    0:25:35 it, because they’re competitive people in a competitive marketplace and so on.
    0:25:38 Let me port that argument over to the NFL.
    0:25:40 That’s a very competitive environment.
    0:25:45 It’s a league where there are really just 32 stakeholders, and they really do run and
    0:25:49 own the league, even though the league acts as if it runs them.
    0:25:51 And they’re all obviously competitive.
    0:25:54 They want to win on the field and off the field.
    0:25:57 Would you say the same is true about them, that in order to optimize their chances of
    0:26:02 success, whether it’s on field victory or business, that they would inherently hire
    0:26:07 the best people and that they’re not leaving any good overlooked talent behind?
    0:26:12 Well, I have to preface this by saying I was a tiny little boy in the ’70s in the center
    0:26:17 of Pennsylvania, so I am, I think, legally disbarred from saying anything unpleasant about
    0:26:18 a running.
    0:26:22 And I won’t, because I think that Dan was, we’re not on a first name basis.
    0:26:28 I think that Dan was kind of heart and good of soul and recognizing something that was
    0:26:33 a real, true problem and a problem of discrimination in the NFL.
    0:26:37 You can’t possibly have the numbers that he recognized without there being some genuine
    0:26:39 systemic internal discrimination.
    0:26:42 I should think it was a careful move.
    0:26:44 It was thoughtful.
    0:26:48 And I think that it was the right place to try something like that.
    0:26:52 It sounds like there’s a but there that you haven’t gotten to, but you’re either unconvinced
    0:26:56 that it was the right move or you think it’s gone too far or what?
    0:27:02 All discrimination on invidious grounds, race, sex orientation, is wrong and leads to bad
    0:27:07 consequences for everybody, but particularly the people on whose behalf the discrimination
    0:27:09 supposedly occurs.
    0:27:16 Because once the Rooney rules in place, then every black interviewee has the question mark
    0:27:18 hanging over his head.
    0:27:25 Is he or maybe someday she legitimately there or are they being used as a token?
    0:27:30 And once that stain arises, everybody’s tarred.
    0:27:33 Justice Thomas has talked about he having been tarred.
    0:27:35 So I think it runs everywhere.
    0:27:38 Do you think the Rooney rule is unconstitutional?
    0:27:45 Well, I think that the Rooney rule as applied by Dan Rooney, when it was and how it was
    0:27:53 might be, but when there’s direct proof of past discrimination by a specific organization,
    0:27:59 they can take some steps continent with the Constitution to rectify those specific deeds.
    0:28:03 I just genuinely don’t know what the courts would decide about the constitutionality,
    0:28:10 but once you hop outside of the NFL, it is absolutely and unequivocally unconstitutional.
    0:28:15 If I were to ask you what share of let’s say the 500 biggest companies in the US are
    0:28:21 engaged in what your organization would consider illegal DEI practices, what would that number
    0:28:22 be?
    0:28:30 If I could add a probably or it’s our best evaluation, I would say something above 75%.
    0:28:34 And give me some evidence of what makes you think the number is so high.
    0:28:40 Well, our first bit of evidence is the gleeful declarations of discriminatory and unconstitutional
    0:28:49 behavior that so many corporations engaged in during the lockdown, the protests and riots,
    0:28:52 the George Floyd summer of 2020.
    0:28:56 It seems that everybody being at home, there were some miscommunications.
    0:29:01 And so certain departments just announced things that an objective legal department
    0:29:05 would have said, “No, no, no, no, no, let’s not admit to that out loud.”
    0:29:07 Give me a for instance, sir.
    0:29:13 Here is a program that I’m certain that lots of companies, A, engaged in and B, were proud
    0:29:15 to announce at one point.
    0:29:17 I think they’ve probably wiped all of that now.
    0:29:24 A lot of thought went into fairly sophisticated efforts to actually discriminate without triggering
    0:29:26 the constitutional bar.
    0:29:27 It worked in three parts.
    0:29:33 The first part was a diversity dashboard, executives and directors who had the authority
    0:29:38 to hire, promote, make other human resources decisions knew the surface characteristics
    0:29:43 or private characteristics of everybody who reported to them.
    0:29:48 And then they said, and companies were very careful about the word, although not the content,
    0:29:53 just goals, just goals, not quotas, for what sort of surface or private characteristics
    0:29:55 were meant to be achieved.
    0:30:00 And then, and this is the real clincher, those actors got bonuses if they hit those
    0:30:02 goals, not quotas.
    0:30:03 And that would be illegal?
    0:30:04 Why exactly?
    0:30:05 Why specifically?
    0:30:12 It is illegal to discriminate on the basis of race, sex orientation, even if a company
    0:30:18 has made it more difficult to discover just where in the process the actual discrimination
    0:30:19 occurred.
    0:30:23 And we think that these corporations using this system made their problems much, much
    0:30:31 worse, because you can be harmed by illegal discrimination, even if you’re not a member
    0:30:34 of the class at whom the harm is directed.
    0:30:39 For instance, if you’ve got a person with hiring authority and it comes down to them
    0:30:45 to both make the discriminatory decision and to black box it, well, the incentive structure
    0:30:50 that’s been established creates exactly the incentive for them to discriminate on the
    0:30:52 basis of race, sex orientation.
    0:30:57 And so it’s a hostile work environment for them as well as everybody else.
    0:31:03 I understand you were part of a lawsuit against Starbucks CEO Howard Schultz and the company’s
    0:31:04 officers and directors.
    0:31:05 Walk me through that.
    0:31:06 Would you please, Scott?
    0:31:07 Sure.
    0:31:13 Our claim at base was one arising from fiduciary duty as well as the codex of civil rights
    0:31:14 laws.
    0:31:18 And this is, I think, fairly clear black letter law.
    0:31:22 Directors and executives may not take any action that violates law.
    0:31:27 And in other contexts, directors and executives rely on that obligation fairly heavily.
    0:31:32 But discriminating in the ways that Starbucks was discriminating and they were using that
    0:31:33 tripart structure, I just…
    0:31:36 So this is the hiring component of Starbucks you’re talking about, yes?
    0:31:39 Or other personnel issues or compensation?
    0:31:40 What did it include?
    0:31:45 We had six or seven different examples and they extended beyond hiring.
    0:31:48 I don’t recall right now in what directions.
    0:31:52 But it seemed like, and this is, I think, a fairly telling word in this instance, it
    0:31:58 seemed like fairly systemic race, sex, and orientation discrimination by Starbucks.
    0:32:04 So we brought suit in district court against not the company, but the directors and executives.
    0:32:07 And the luck of our draw with a district and judge…
    0:32:10 Yeah, the judge didn’t like your case at all.
    0:32:12 No, but it’s interesting.
    0:32:18 The way I read his decision and opinion, he didn’t dismiss on the grounds of any demonstrable
    0:32:19 law.
    0:32:25 In fact, one of the positions he cited, one of the things he indicated backed his dismissal
    0:32:31 and opportunity for Starbucks executives to try to sanction us, which was fairly unusual,
    0:32:33 was that we’re shareholders.
    0:32:37 If we don’t like what Starbucks is doing, we can sell and buy another company.
    0:32:44 But if that’s so, then the whole edifice of fiduciary duty law collapses, right?
    0:32:50 It cannot be the position of the American courts, much less a federal court interpreting
    0:32:56 state law, that fiduciary duty just doesn’t really matter anymore.
    0:32:57 You can just sell your shares.
    0:33:01 And so we thought that was a very telling way of responding to that.
    0:33:08 We think it was proof of concept and that when we get to a court more driven by obvious
    0:33:15 demonstrations of fidelity to law, we’ll get different results and others will as well.
    0:33:19 The judge in that case cited a number of reasons for dismissing the case, including that the
    0:33:25 plaintiff, that is Scott Shepard’s National Center for Public Policy Research, was “pursuing
    0:33:31 its personal interests rather than those of Starbucks and that his organization has shown
    0:33:36 obvious vindictiveness toward Starbucks and lacks the support of the vast majority of
    0:33:39 Starbucks shareholders.”
    0:33:45 That said, if you think the Starbucks case was the last of its kind in this DEI era,
    0:33:47 you are almost certainly wrong.
    0:33:52 Coming up after the break, back to the NFL and one researcher’s attempt to perform what
    0:33:55 he calls “equity analytics.”
    0:33:58 It is more interesting than it sounds, I promise.
    0:34:08 This is Freakonomics Radio, I’m Stephen Dubner, we’ll be right back.
    0:34:12 This is the second episode in our mini-series about the Rooney Rule.
    0:34:15 Here’s a headline we gave the series.
    0:34:19 Did the NFL solve diversity hiring?
    0:34:21 So did it?
    0:34:26 I’m not asking if it solved the problem for Starbucks or Wells Fargo or Metta, I just
    0:34:28 mean for the NFL.
    0:34:33 The problem, remember, was that the NFL had few black head coaches, even though most players
    0:34:37 are black and many coaches are former players.
    0:34:41 So did the Rooney Rule solve that problem?
    0:34:44 To answer that, we need to hear from one last guest.
    0:34:49 My name is Chris Ryder, I’m a self-described expert in what I call “equity analytics.”
    0:34:53 Ryder is a professor of entrepreneurial studies at the University of Michigan’s Business
    0:34:56 School and what does he mean by “equity analytics”?
    0:35:03 I document gaps among groups of people, gaps in pay, promotions, any kind of career outcome.
    0:35:08 I then try to understand what causes those gaps and then I design interventions to close
    0:35:11 those gaps that we deem to be inequitable.
    0:35:16 Ryder used to study pay gaps among attorneys, but a few years ago he and some colleagues
    0:35:21 realized they could get hold of data that allowed them to study a slightly more high-profile
    0:35:24 labor force, NFL coaches.
    0:35:29 We collected three decades worth of career history data for NFL coaches.
    0:35:35 This is the kind of data that would be nearly impossible to collect in any other setting.
    0:35:41 We went through NFL directories, websites, and we characterized where people started
    0:35:46 their careers coaching and what position for what team, and we followed them every single
    0:35:49 year until they left the NFL.
    0:35:54 Then we went back and also collected the position that they had played, if not in the NFL, then
    0:35:56 in college or high school.
    0:36:02 Moreover, across the National Football League, teams used the same objective measures of
    0:36:08 performance, points scored, yards allowed, turnovers, so we could compare people who
    0:36:13 are being measured according to the same objective performance measures.
    0:36:17 I couldn’t imagine doing that in legal services.
    0:36:24 We collected data on over 1,300 coaches and it yielded a data set of over 10,000 coach
    0:36:25 years.
    0:36:30 But the data was even more robust than all that, both broader and deeper.
    0:36:37 For example, if we’re just comparing quarterback’s coaches, we would hold constant passing yards,
    0:36:42 passing touchdowns, interceptions, quarterback rating, et cetera, et cetera, of the players
    0:36:44 that they coach.
    0:36:49 For running backs, it would be rushing yards, rushing touchdowns, points scored.
    0:36:56 We can do this at a team level, winning percentage, at a unit level, offensive or defensive efficiency,
    0:37:02 and then we can standardize those so that they are comparable across positions.
    0:37:09 That is, we can compare running backs’ coaches who are in the 90th percentile of performance
    0:37:14 for running backs’ coaches to linebacker coaches who are in the 90th percentile of linebacker
    0:37:16 coaches in terms of performance.
    0:37:21 In addition to the objective performance metrics, we can hold constant a lot of factors in
    0:37:26 the NFL that would be difficult or impossible to hold constant in another setting.
    0:37:33 If a coach’s brother, father, or some other relative is coaching in the NFL, then we can
    0:37:38 hold that constant and compare coaches who have kinship ties to those who don’t.
    0:37:43 If a coach coached under a very established or successful coach like Bill Belichak or
    0:37:46 Tony Dungey, we can hold that constant.
    0:37:52 With all this data, Chris Ryder and his colleagues now tried to answer one key question.
    0:37:56 Why are NFL head coaches disproportionately white men?
    0:38:01 Their massive data set covered the NFL seasons from 1985 to 2015.
    0:38:06 The Rooney Rule was implemented in 2003, roughly two-thirds of the way in.
    0:38:12 We conduct a standard promotion analysis, which is we take all the coaches who are at
    0:38:18 risk of being promoted to a higher level, and we model the likelihood that they are promoted
    0:38:20 to a higher level at the end of the year.
    0:38:23 We do that based on all of those factors.
    0:38:29 Coaching position, coaching position, performance, kinship ties, networks, etc., etc.
    0:38:31 And what do they find?
    0:38:38 We find that all else equal, white coaches are approximately 60 to 70% more likely to
    0:38:44 get promoted at the end of a season than coaches of color are, even when we hold constant all
    0:38:46 of those factors.
    0:38:49 And how about the impact of the Rooney Rule?
    0:38:53 I believe that the Rooney Rule is likely effective.
    0:38:58 If we search broad and wide for a candidate, we’re likely to have a diverse candidate slate,
    0:39:04 and we should be more likely to hire a good candidate than if we zero in on a small segment
    0:39:08 of the candidate pool and select only from that niche.
    0:39:11 So intuitively, the Rooney Rule makes a lot of sense.
    0:39:18 The challenge is producing evidence that makes that belief unequivocally supported.
    0:39:20 So I have a proposition for an organization.
    0:39:23 But there’s a leader out there that would like to settle this debate about the Rooney
    0:39:24 Rule.
    0:39:30 In January, when the coaching carousel comes to an end and the talking heads go on TV,
    0:39:35 and we debate whether or not the Rooney Rule is effective, let’s put an end to that.
    0:39:41 I just need one organization that hires many people, one leader who wants to run an A/B
    0:39:47 test, a randomized controlled trial, where some jobs are subject to the Rooney Rule and
    0:39:49 other jobs are not.
    0:39:53 When all those positions are filled, let’s compare the representation among those that
    0:39:57 were subject to the Rooney Rule and those that were not.
    0:40:01 I will design the research, I will conduct the analysis for free.
    0:40:03 I just need one organization.
    0:40:10 And I think that if we have an organization that’s willing to do that, we can know within
    0:40:15 the next year whether or not the Rooney Rule is effective, and if so, let’s adopt it broadly.
    0:40:17 And if not, let’s try something else.
    0:40:22 We asked Chris Ryder about an earlier research paper published in 2011, which found that
    0:40:28 the Rooney Rule was not responsible for producing more minority head coaches.
    0:40:33 We replicated that study, but we can only reproduce the result if we do one important thing, which
    0:40:38 is we limit the analysis to coordinators only.
    0:40:41 Coordinators, you will remember, are the head coaches’ lieutenants.
    0:40:46 There are usually three per team overseeing the defense, offense, and special teams.
    0:40:50 And when we limit the analysis to coordinators only, that is, we’ve dropped all the running
    0:40:56 backs coaches and defensive backs coaches and special teams coaches from our analysis.
    0:41:00 Now we find that there is no racial disparity in getting promoted from coordinator to head
    0:41:01 coach.
    0:41:06 This suggests that if you can make it to the coordinator level, you’ve got the same chance
    0:41:09 of getting a head coaching job regardless of your race.
    0:41:14 And coordinator is the prior position for about 80% of first-time head coaches.
    0:41:17 So prior studies were incomplete.
    0:41:24 They didn’t collect enough data to identify the racial disparity, which is at a lower
    0:41:27 level than coordinator.
    0:41:33 Those jobs are the one in which white coaches have a nearly 2X advantage in getting promoted
    0:41:35 over coaches of color.
    0:41:40 So ironically, the Rooney Rule was designed to increase leadership representation at the
    0:41:42 head coach level.
    0:41:48 So even if it was purely effective, it was being applied at too high a level to have
    0:41:52 the kind of impact that proponents would like it to have.
    0:41:58 What we do document is that if you look lower down the org chart, there is a huge disparity
    0:42:01 in getting promoted to that number two job.
    0:42:07 Now that Chris Ryder has done equity analysis on football coaches and lawyers, how does he
    0:42:12 think about the equity conversations that other big institutions are having or maybe
    0:42:13 not having?
    0:42:19 Recently, we’ve seen a lot of organizations backtrack on DEI and specifically on equity.
    0:42:20 Why?
    0:42:24 Because it is difficult to define equity.
    0:42:26 It causes debate.
    0:42:28 It fosters disagreement.
    0:42:31 What I think is fair is different from what you think is fair.
    0:42:36 And I think that many organizations in doing this are missing the point of equity.
    0:42:42 We should not expect to ever arrive at a uniform definition of fairness.
    0:42:48 Leaders should be trying to integrate diverse notions of fairness in a way that recognizes
    0:42:51 the diversity of an organization and a way that is inclusive of the people who are part
    0:42:53 of that organization.
    0:42:57 And only by doing that can we truly be equitable.
    0:43:02 I would suggest that organizations that are giving up on equity because it’s hard to define
    0:43:05 are missing the point.
    0:43:10 As for the question of how the Rooney Rule has worked out for the organization that conceived
    0:43:14 of it, the NFL, we went back to Jeremy Duru.
    0:43:19 What would a team photo of this year’s 32 NFL head coaches look like?
    0:43:25 So head coaches were at nine head coaches of color, six of whom are black, and the general
    0:43:32 manager ranks were around nine general managers of color, presidents of color were at six,
    0:43:35 and there were none up until five years ago.
    0:43:40 Leaders of color, defensive side of the ball, about a third of the leagues, defensive coordinators
    0:43:41 are of color.
    0:43:44 On the offensive side of the ball, that’s where the huge gap is.
    0:43:46 That’s where we’ve got no real representation.
    0:43:52 When I hear those numbers for head coaches, coordinators, and major front office personnel,
    0:43:56 they’re the ones who are making the decisions to hire future coaches.
    0:43:59 That sounds like success, is it?
    0:44:00 I think there’s success.
    0:44:05 Now, you know, we must recognize there’s a spectrum of success.
    0:44:09 If we reach the point at which we don’t need to be concerned about this, no.
    0:44:15 One thing that we saw from 2017 through 2020 is how quickly there can be backsliding.
    0:44:17 We have seen some success.
    0:44:23 I think we’re on an upward trajectory, but you cannot take your foot off the pedal.
    0:44:28 You cannot abandon commitment to thinking about how we ensure equity in organizations,
    0:44:29 sports, or otherwise.
    0:44:35 If you do that, I think you’re priming yourself for a real loss.
    0:44:39 And thus concludes our two-part series on the Rooney Rule.
    0:44:43 Thanks to everyone who spoke with us, Jeremy Duru, Chris Ryder, Scott Shepard, Tynesha
    0:44:47 Boye Robinson, Herm Edwards, and especially Jim Rooney.
    0:44:52 Jim Rooney wrote a book about his father, Dan, called A Different Way to Win.
    0:44:56 There is a forthcoming audio version of the book that includes interviews with several
    0:45:01 key Pittsburgh Steelers as well as current NFL Commissioner Roger Goodell and former
    0:45:03 Commissioner Paul Tagliapu.
    0:45:09 Also, if you run any kind of big organization that hires a lot of people every year and
    0:45:14 you want to help the Michigan Business Professor Chris Ryder run that experiment he mentioned
    0:45:20 to see if the Rooney Rule really works, send an email to radio@freakonomics.com.
    0:45:22 We will pass it along.
    0:45:27 Coming up next time on the show, did you know that 60 percent of Americans today work in
    0:45:31 jobs that didn’t exist in 1940?
    0:45:35 We’re constantly thinking of new things to desire, new services to offer, new goods and
    0:45:36 products.
    0:45:41 But what happens is our labor becomes more digital and less physical.
    0:45:46 Modern efficiency has robbed most of us of that profound satisfaction that comes from
    0:45:51 baking a loaf of bread, digging a hole in the garden, going fishing.
    0:45:54 There are still people doing physical work.
    0:45:55 That’s Bob.
    0:45:57 I’ve been up on that beam with him.
    0:45:58 That’s the West Side Highway.
    0:46:00 But we talk about all those new jobs, too.
    0:46:04 Jobs that sometimes require an explanation.
    0:46:06 It’s kind of nerve-wracking, I will be honest.
    0:46:11 Do you ever find yourself asking what exactly do people do all day?
    0:46:12 We did.
    0:46:14 That’s next time on the show.
    0:46:15 Until then, take care of yourself.
    0:46:18 And if you can, someone else too.
    0:46:21 Science Radio is produced by Stitcher and Renbud Radio.
    0:46:27 You can find our entire archive on any podcast app, also at Freakonomics.com, where we publish
    0:46:29 transcripts and show notes.
    0:46:31 This episode was produced by Teo Jacobs.
    0:46:36 Our staff also includes Alina Kulman, Augusta Chapman, Dalvin Abouaji, Eleanor Osborn,
    0:46:41 Ellen Frankman, Elsa Hernandez, Gabriel Roth, Greg Rippon, Jasmine Klinger, Jeremy Johnson,
    0:46:46 John Schnarrs, Julie Kanfer, Lyric Bowditch, Morgan Levy, Neil Carruth, Rebecca Lee Douglas,
    0:46:48 Sarah Lilly, and Zach Lipinski.
    0:46:51 Our theme song is Mr. Fortune by the Hitchhikers.
    0:46:54 Our composer is Luis Guerra.
    0:46:56 As always, thank you for listening.
    0:47:14 The Freakonomics Radio Network, the hidden side of everything.
    0:47:15 Stitcher.
    0:47:17 (upbeat music)
    0:47:19 you

    What happened when the Rooney Rule made its way from pro football to corporate America? Some progress, some backsliding, and a lot of controversy. (Second in a two-part series.)

     

     

     

  • 603. Did the N.F.L. Solve Diversity Hiring? (Part 1)

    AI transcript
    0:00:02 [MUSIC PLAYING]
    0:00:04 In case you somehow didn’t notice,
    0:00:07 if you aren’t one of the tens of millions of people
    0:00:09 watching on TV or placing some bets
    0:00:13 or keeping up with the Taylor Swift news,
    0:00:16 the National Football League has begun its new season.
    0:00:19 The NFL is the richest sports league in history
    0:00:23 and probably the most growth-obsessed as well.
    0:00:26 One reason is that many team owners made their money
    0:00:30 by building their own businesses– in real estate or oil,
    0:00:33 in the HVAC industry, in America’s biggest
    0:00:34 chain of truck stops.
    0:00:37 That kind of business success requires a strong urge
    0:00:39 to expand.
    0:00:42 And so, not surprisingly, the NFL
    0:00:44 is also driven by expansion.
    0:00:46 There are more games per season than there used to be,
    0:00:48 played in more places–
    0:00:51 this year in England, Germany, and Brazil.
    0:00:54 NFL games are distributed on just about every network
    0:00:57 and streaming platform you’ve ever heard of,
    0:00:58 and some you haven’t.
    0:01:01 If you look at the top 100 TV broadcasts
    0:01:05 last year in the US, you will see that 93 of them
    0:01:06 were NFL games.
    0:01:09 Among the others were the Oscars, the Macy’s Thanksgiving
    0:01:13 Day Parade, and three college football games.
    0:01:17 The NFL did around $13 billion in revenues last year,
    0:01:20 and each of the 32 teams are worth, on average,
    0:01:22 more than $5 billion.
    0:01:25 That is much more than teams in any other sport.
    0:01:28 Owning an NFL team has provided a route
    0:01:30 for wealthy individuals or families
    0:01:32 to become very wealthy.
    0:01:35 This creates its own problem.
    0:01:37 There can be a lot of taxes to pay when it’s time to sell,
    0:01:40 and there just aren’t that many potential buyers
    0:01:42 for a $5 billion asset–
    0:01:44 at least the right kind of buyers.
    0:01:47 The NFL was founded and run for decades
    0:01:50 by a relatively small group of families,
    0:01:53 and it has remained vigilant about who should be let in.
    0:01:55 In Europe, the top soccer leagues
    0:01:59 allow their teams to be owned by investment cartels
    0:02:01 and oligarchs in Petro States.
    0:02:04 The NFL doesn’t, not yet, at least,
    0:02:06 although they did recently vote to allow private equity
    0:02:09 investors to buy up to 10% of a team.
    0:02:13 If they allowed 100%, they would likely
    0:02:14 sell out in 10 minutes.
    0:02:18 So great are the NFL’s prospects.
    0:02:21 There is nothing predetermined about this massive financial
    0:02:22 success.
    0:02:25 Professional football was, for many years,
    0:02:26 barely professional at all.
    0:02:29 It was a ragged and violent game,
    0:02:32 playing deep in the shadow of baseball and other sports.
    0:02:34 But over the past 50 years, the NFL
    0:02:37 has turned itself into an entertainment juggernaut.
    0:02:40 The football games are, of course, at the center,
    0:02:44 but the attendant swarms of media and gambling and merchandising
    0:02:48 and eating and drinking are what make the NFL and industry
    0:02:50 unto itself.
    0:02:54 And it is, for the most part, an extremely well-run industry.
    0:02:57 There is a premium put on modern management techniques
    0:03:00 when it comes to resource allocation, on-field strategy
    0:03:04 and off-field strategy, and personnel decisions.
    0:03:06 Most of us, when we watch a game,
    0:03:09 we concentrate on the players.
    0:03:13 53 per team divided into defensive, offensive, and special teams
    0:03:17 and units, each with their own systems and coaches.
    0:03:20 The average NFL team has 23 coaches.
    0:03:24 There’s the head coach, the offensive and defensive
    0:03:26 and special teams coordinators, and then
    0:03:29 a lot of position coaches, assistant coaches, quality
    0:03:30 control coaches.
    0:03:33 And that’s not even counting the training and medical staff,
    0:03:36 the logistics people, and so on.
    0:03:39 The head coach who sits atop this pyramid
    0:03:43 is essentially the CEO of what happens on the football field.
    0:03:47 It is an important, difficult, thrilling job
    0:03:50 with a hefty turnover rate and an average tenure
    0:03:52 of roughly three years.
    0:03:55 The most successful teams in the league
    0:03:57 excel at identifying talent.
    0:03:59 So we thought it might be interesting
    0:04:03 to look into how these multi-billion dollar franchises
    0:04:07 choose their on-field CEOs, especially because there
    0:04:10 is an obvious discrepancy in the NFL.
    0:04:13 The majority of the players are black.
    0:04:16 The majority of the coaches are not.
    0:04:19 Today on Freakonomics Radio, why is that?
    0:04:22 We don’t take enough time in the interview process.
    0:04:25 We don’t interview enough different candidates.
    0:04:27 And if I have to make a decision,
    0:04:29 I’m going to make a decision of something
    0:04:31 that’s familiar to me.
    0:04:33 More than two decades ago, the league
    0:04:35 came up with a policy to address this situation.
    0:04:37 It is called the Rooney Rule.
    0:04:41 We will hear about its history, its successes and failures,
    0:04:44 and how the idea has spread outside of football.
    0:04:46 They said, oh, George Floyd, that’s bad.
    0:04:47 We don’t want to be bad.
    0:04:48 We don’t want to be racist.
    0:04:50 We’re going to fix diversity.
    0:04:52 And has it fixed diversity?
    0:04:55 I mean, what people do in the dark, you don’t know.
    0:04:57 Those are just some of the questions
    0:05:00 we’ll try to answer in this episode and next weeks, too.
    0:05:03 Also, questions like this one.
    0:05:09 How can I only get to go out and get my bell rung on Sundays
    0:05:11 and I don’t get to be on the sidelines
    0:05:14 or in the executive suites organizing the game?
    0:05:18 This is your welcome to the NFL moment, starting now.
    0:05:32 This is Freakonomics Radio, the podcast that
    0:05:36 explores the hidden side of everything with your host,
    0:05:37 Stephen Dubner.
    0:05:48 Imagine that your dream is to become a head coach
    0:05:50 in the National Football League.
    0:05:52 How likely are you to make it?
    0:05:54 Not very likely.
    0:05:56 There are only 32 of these jobs.
    0:05:58 And up until now, they’ve always gone
    0:06:01 to men of the men who currently hold those jobs, roughly
    0:06:04 a third played professional football
    0:06:06 and all but one played college football.
    0:06:10 And even though the majority of NFL players are black,
    0:06:12 for many decades, you weren’t going
    0:06:15 to get a head coaching job unless you were white.
    0:06:18 For a black former player to become a head coach,
    0:06:20 there really wasn’t much of a path.
    0:06:22 That is Jeremy Duru.
    0:06:25 He’s a law professor at American University in Washington, DC.
    0:06:28 And he directs the sport and society initiative
    0:06:30 at AU’s Law School.
    0:06:34 One reason for that goes back further historically, Stephen,
    0:06:37 which is that black players were expurgated from the league
    0:06:39 in 1934.
    0:06:40 Yeah, talk about that a minute.
    0:06:42 What we now know is the NFL began in 1920,
    0:06:43 I believe, is that right?
    0:06:44 Yes.
    0:06:45 And there were black players, not a ton,
    0:06:49 but there were black players and coaches as well, yeah?
    0:06:52 In the very early days, you had a few black players.
    0:06:54 You had one black head coach.
    0:06:56 Amazingly, I mean, for those of us
    0:06:58 who study American history, you know
    0:07:01 how savage the racial discord was at the time,
    0:07:04 for there to be a black head coach.
    0:07:06 And the NFL was extraordinary.
    0:07:10 And the coach, Fritz Pollard, is his name, was also a player.
    0:07:12 And it wasn’t rare at the time to have player coaches.
    0:07:14 But what’s important to recognize
    0:07:17 is these players, they literally were
    0:07:19 seeking to protect themselves on the field.
    0:07:23 From opposing players, from teammates at practice,
    0:07:27 Fritz had this thing where when you got knocked down,
    0:07:30 he would as quickly as he could flip on to his back
    0:07:31 and stick his feet up in the air
    0:07:34 and start swinging them like he’s riding a bicycle
    0:07:36 to basically protect himself from getting
    0:07:39 crushed by people who were seeking to harm him.
    0:07:42 That’s what we’re dealing with at the time.
    0:07:44 And so there wasn’t a big black presence.
    0:07:47 As of the early 1930s, there was a quote unquote
    0:07:50 “gentleman’s agreement” among all owners in the league
    0:07:53 to kick out black people all together.
    0:07:56 And then Rooney bought in right around that time.
    0:07:58 He had, in his previous business dealings,
    0:08:00 been pretty even-handed.
    0:08:02 One of the more even-handed business people
    0:08:03 when it comes to race,
    0:08:05 certainly in Pittsburgh, part of the East Coast.
    0:08:07 But he went along with this gentleman’s agreement.
    0:08:15 – My grandfather followed the ban on black players.
    0:08:18 And he talked about that as being
    0:08:20 the biggest mistake of his life.
    0:08:23 – And that is Jim Rooney, who is now in his 50s.
    0:08:25 – I grew up as part of a family business,
    0:08:27 which is the Pittsburgh Steelers.
    0:08:31 – The Steelers are still majority owned by Rooney’s.
    0:08:33 The team president is Art Rooney II.
    0:08:36 Before that, it was Dan Rooney, Jim Rooney’s father.
    0:08:40 And before that, the original Art Rooney, the team’s founder.
    0:08:44 Art Rooney came up as a boxer and a semi-pro baseball player.
    0:08:47 And then he worked as a promoter and a professional gambler.
    0:08:50 Through this combination of aboveboard
    0:08:53 and maybe not so aboveboard work,
    0:08:56 Art Rooney became a legend in Pittsburgh,
    0:08:59 roguish for sure, if not quite a rogue.
    0:09:03 I happen to know all this and much more, way too much,
    0:09:06 because I have been a Steelers fan since I was a child
    0:09:09 and I have a couple shelves full of Steelers books.
    0:09:11 I’ve written one myself.
    0:09:14 I now asked Jim Rooney to explain
    0:09:17 how the Pittsburgh Steelers first came to be.
    0:09:20 – There is a lifelong family debate on this story.
    0:09:23 So you’re gonna get Jim Rooney’s version,
    0:09:26 my great uncle Jim, had the semi-pro team,
    0:09:28 and they were playing all over Western Pennsylvania.
    0:09:30 – And we should say this is a time when
    0:09:33 every Steel Mill, every little town,
    0:09:35 they all had their own football teams, right?
    0:09:36 – Yep.
    0:09:40 So my grandfather had a good friend named Charlie Bidwell.
    0:09:42 Charlie Bidwell owns the Chicago Cardinals,
    0:09:44 which are now the Arizona Cardinals.
    0:09:47 And the story goes that Charlie and Art Rooney
    0:09:51 were running booze across the Great Lakes during prohibition.
    0:09:55 And Bidwell says, “Hey Art, we’re putting a team in Philly.
    0:09:57 Do you wanna put a team in Pittsburgh?”
    0:10:00 And so my grandfather goes to Uncle Jim
    0:10:02 and Jim owed Art like $5,000.
    0:10:05 It was a lot of money for 1933.
    0:10:05 – Wait a minute.
    0:10:08 How does one brother end up owing another brother that much?
    0:10:12 This is a cut from some project.
    0:10:13 – Something went on with Uncle Jim.
    0:10:16 Uncle Jim took risks and was always in a little bit of trouble.
    0:10:18 So Uncle Jim owes the chief,
    0:10:20 as my grandfather was known, $5,000.
    0:10:24 And so my grandfather says, “Jim, if you give me that team,
    0:10:26 I’m gonna put them in this national football league
    0:10:28 and we’ll call it even.”
    0:10:30 And so Jim’s response was,
    0:10:32 “Art, I could never do that to you.
    0:10:35 That national football league is not gonna make it.”
    0:10:38 So thank God my grandfather pushed him a little bit
    0:10:41 and took the team and put them into the national football league.
    0:10:46 – So Pittsburgh got an NFL team in 1933.
    0:10:48 They were originally called the Pirates,
    0:10:50 same as the city’s baseball team.
    0:10:54 But in 1940, Art Rooney renamed them as the Pittsburgh Steelers.
    0:10:56 In 1938, they drafted a running back
    0:11:00 from the University of Colorado named Byron “Wizard” White.
    0:11:03 He led the NFL in rushing yards in his rookie season,
    0:11:08 but he quit the Steelers to go back to school at Oxford.
    0:11:11 And he eventually became a justice on the U.S. Supreme Court.
    0:11:13 For the Pittsburgh Steelers,
    0:11:16 “Wizard” White was one of the few bright spots
    0:11:19 in the first 40 years of their existence.
    0:11:22 They were generally a terrible team.
    0:11:26 The league itself, meanwhile, was starting to evolve.
    0:11:31 In 1946, the NFL lifted its ban on black players.
    0:11:32 Why?
    0:11:34 Here again is Jeremy Duru.
    0:11:38 – You get to 1946, the Rams moved to LA
    0:11:40 and in order to play in the Coliseum
    0:11:43 because of a substantial grassroots movement
    0:11:45 headed by the black press out there,
    0:11:49 it was determined that you couldn’t have a segregated league
    0:11:51 coming into play games in the Coliseum.
    0:11:55 So they were forced to bring in a couple of black players
    0:11:56 and they did.
    0:11:58 And that’s how you had black players come into the league.
    0:12:01 – Black players in the 1940s, NFL encountered
    0:12:03 the same verbal and physical abuse
    0:12:05 that players faced in the ’20s.
    0:12:08 And even though the NFL had reintegrated
    0:12:10 the best college football programs of the time,
    0:12:14 like Alabama, LSU and Texas, remained segregated.
    0:12:18 So the best black players often played at HBCUs,
    0:12:21 historically black colleges and universities
    0:12:25 and were therefore overlooked by NFL scouts.
    0:12:27 Black players who did make it to the NFL
    0:12:30 often found their options limited.
    0:12:33 – In those early days of reintegration,
    0:12:36 black players were not permitted to play positions
    0:12:39 that are viewed as quote unquote thinking positions,
    0:12:43 quarterback, center, middle linebacker.
    0:12:46 Black players were relegated to wide receiver,
    0:12:48 cornerback, running back.
    0:12:51 No, I do not seek to disparage those positions.
    0:12:53 But at the time, those are positions that were viewed
    0:12:55 as quote unquote brawn positions
    0:12:57 and not the brain position.
    0:13:00 – Those thinking positions also happen to be the positions
    0:13:04 that produce a lot of future NFL coaches,
    0:13:06 offensive coordinators, defensive coordinators
    0:13:08 and head coaches especially.
    0:13:12 So by excluding black players from those positions,
    0:13:14 the league was also cutting off their best route
    0:13:16 to a coaching future.
    0:13:18 But not every team went along
    0:13:20 with these unwritten rules around race.
    0:13:22 Here’s Jim Rooney again.
    0:13:26 – I think my grandfather and then my father in particular,
    0:13:29 you know, made decisions with an open view
    0:13:33 of morals, scruples and understanding that, you know,
    0:13:35 yes, there was a business component.
    0:13:38 He didn’t dismiss the business component,
    0:13:40 but there was also this human element.
    0:13:44 It was Dan Rooney, son of art, father of Jim,
    0:13:47 who set this new direction for the Steelers.
    0:13:48 By the early 1960s,
    0:13:51 he was running the team’s day-to-day operations.
    0:13:53 – As Dan took over the team,
    0:13:57 he was really intentional and serious about diversity.
    0:14:01 He was intentional and serious about making sure
    0:14:03 that different perspectives were articulated,
    0:14:05 different perspectives were considered
    0:14:07 in respect to decisions that were made.
    0:14:09 He hired this guy named Bill Nunn,
    0:14:12 who was a reporter for Black newspaper in Pittsburgh,
    0:14:14 who essentially criticized the Steelers
    0:14:17 as talking about interest in diversity,
    0:14:19 but not really backing it up.
    0:14:23 – My father, he was invited by a parish priest
    0:14:24 to march in Selma, Alabama.
    0:14:26 He didn’t go.
    0:14:28 Bill Nunn, a newspaper writer, said,
    0:14:30 “Dan Rooney says he’s open to integration,
    0:14:33 but really hasn’t done much more than anyone else.”
    0:14:35 And that became the moment that my father sat down
    0:14:38 with Bill and said, “Bill, you’re right.
    0:14:40 I want to do this differently.
    0:14:41 What can I do?”
    0:14:44 – And he hired Bill Nunn to come in and scout for the team,
    0:14:47 and Bill Nunn diversified the club
    0:14:50 by going to HBCUs to look for players,
    0:14:52 which few other clubs were doing.
    0:14:56 And one, it made the Steelers a more diverse organization
    0:14:58 and an organization open to forward
    0:15:00 and interesting and progressive thinking about race.
    0:15:02 And two, it made them better
    0:15:04 because they tapped pools of talent
    0:15:06 and nobody else was tapping.
    0:15:08 – What were some things that the Steelers were doing
    0:15:11 that made black players and coaches at black schools
    0:15:13 so comfortable with their players going there?
    0:15:16 – I think so much of it was Bill
    0:15:19 because Bill didn’t just go and look at tape.
    0:15:21 He would spend the weekend there.
    0:15:26 He always wanted to see the players’ athletic ability
    0:15:30 outside of the arena where things could be managed
    0:15:31 by their coaches.
    0:15:33 If there was family around,
    0:15:35 he would try to talk to their family,
    0:15:40 really try to understand the entire persona of a player,
    0:15:43 and then he could make a really strong recommendation
    0:15:46 because there was less data.
    0:15:48 What he did was amazing.
    0:15:50 Bill helped change the NFL.
    0:15:53 – What’s the Steelers’ organization doing
    0:15:55 once the players get there
    0:15:57 to make it a place where they wanna go?
    0:15:59 – I think the biggest was hiring Bill,
    0:16:02 but after Bill was naming Joe Gilliam
    0:16:04 as the quarterback in 1974.
    0:16:07 So this was the first time in NFL history
    0:16:09 that prior to the start of the season,
    0:16:11 a black man was named starting quarterback.
    0:16:13 – That’s right.
    0:16:15 It took 28 years from when black players
    0:16:17 were allowed back into the NFL
    0:16:20 until a team announced a black starting quarterback
    0:16:22 at the beginning of the season.
    0:16:25 But with the Steelers, it went further than that.
    0:16:28 Black players on the Steelers were empowered to step up
    0:16:30 under this new era of leadership.
    0:16:32 There was team president Dan Rooney,
    0:16:34 the influential scout Bill Nunn,
    0:16:38 and a future Hall of Fame coach named Chuck Knowle.
    0:16:42 Knowle did not fit any football coach stereotypes.
    0:16:44 He was a deep reader, an intellectual,
    0:16:46 and a lover of classical music
    0:16:49 who saw himself as more teacher than drill sergeant.
    0:16:51 He was always telling his players that football
    0:16:54 was just one brief chapter of their existence
    0:16:56 and that they had to prepare themselves
    0:16:58 for what he called their life’s work.
    0:17:01 Keep in mind that players made much less money then.
    0:17:03 Most of them had full-time jobs in the off season
    0:17:05 to support themselves.
    0:17:08 – The decision that Chuck made
    0:17:11 to start Joe Gilliam, several of the HBCU players,
    0:17:15 told me that that moment meant so much to them
    0:17:16 because it said to them,
    0:17:19 okay, if they’re willing to start a quarterback,
    0:17:22 then I know if I’m the best defensive back
    0:17:25 or if I’m the best linebacker, I’m the best tackle,
    0:17:27 I’m gonna have an opportunity here.
    0:17:29 That decision was key.
    0:17:31 Then I think the next big milestone
    0:17:34 was Joe Green becoming captain.
    0:17:37 – Joe Green, known as Mean Joe Green,
    0:17:39 was a defensive lineman who had been scouted
    0:17:41 by Bill Nunn out of North Texas State.
    0:17:45 He was huge, very physical, and, well, mean,
    0:17:47 at least on the field,
    0:17:49 especially at the start of his career.
    0:17:52 The Steelers had drafted Green in 1969
    0:17:54 and he quickly became the foundation of a defense
    0:17:57 that was known as the Steel Curtain.
    0:18:00 It was clear that Joe was the leader of the team.
    0:18:02 He had those two phenomenal qualities in the leader.
    0:18:06 He was ferocious and he had that ability to intimidate,
    0:18:07 and I’m not saying leaders should be intimidating
    0:18:08 all the time, but there’s a time
    0:18:12 you have to get a group of people to line up.
    0:18:15 But then, once you got Joe’s stamp of approval,
    0:18:18 he showed this care for them and their families
    0:18:22 that was just the essence of what any locker room would want.
    0:18:26 – By the mid-1970s, the Steelers looked markedly different
    0:18:28 than most other NFL teams.
    0:18:31 More black players, more black leadership,
    0:18:34 and an unusual sense of cohesion.
    0:18:37 Now, none of this would be remembered today,
    0:18:39 except for the fact that this unusual team,
    0:18:44 after 40 years of losing, finally began to win.
    0:18:45 – It’s all over.
    0:18:48 – The Steelers went on one of the most historic hot streaks
    0:18:52 in sports history, winning four Super Bowls in six years.
    0:18:53 – With his great victory.
    0:18:56 They beat the Minnesota Vikings in 1975.
    0:18:59 – The Steelers are the Super Bowl champions.
    0:19:01 – The Dallas Cowboys in 1976.
    0:19:03 – Our repeat champion.
    0:19:05 – Cowboys again in 1979.
    0:19:07 – Steelers have won it.
    0:19:09 – And the Los Angeles Rams in 1980.
    0:19:12 – Victoria’s in Super Bowl 14.
    0:19:14 – And in the midst of this, in 1977,
    0:19:17 the Steelers picked up an undrafted player
    0:19:20 whose name you will know if you’re a football fan.
    0:19:24 Tony Dungey comes in, is an okay football player,
    0:19:27 but Chuck Noll immediately sees how brilliant he is,
    0:19:31 and then hires him as an assistant coach.
    0:19:35 He becomes, at a very young age, I think he was 29,
    0:19:40 he becomes the first black man and youngest person
    0:19:43 ever to be named defensive coordinator of an NFL team.
    0:19:47 So Chuck saw how talented Dungey was,
    0:19:50 and then Tony goes on to have the amazing career he’s had.
    0:19:52 – By now, other teams had taken notice
    0:19:55 of the Steelers’ success with black talent,
    0:19:57 and they began to copy the scouting strategy
    0:19:59 established by Bill Nunn.
    0:20:03 In 1959, before Nunn joined the Steelers,
    0:20:05 only 12% of NFL players were black.
    0:20:09 By the 1990s, around two-thirds were.
    0:20:11 And how about coaches?
    0:20:15 Through the 1950s and ’60s and ’70s and most of the ’80s,
    0:20:18 Fritz Pollard remained the only black head coach
    0:20:19 in NFL history.
    0:20:22 But that finally changed in 1989,
    0:20:24 when Oakland Raiders owner, Al Davis,
    0:20:26 named his former lineman, Art Shell,
    0:20:28 as the team’s head coach.
    0:20:32 Dan Rooney, who came from a long line of Irish Catholics,
    0:20:35 was a soft-spoken consensus builder.
    0:20:38 Al Davis, from a Brooklyn Jewish family,
    0:20:42 was more aggressive and more willing to go off on his own.
    0:20:45 – You know, Al Davis was very different than my father,
    0:20:49 but both Al and Dan had this fundamental respect
    0:20:52 for people and were interested
    0:20:55 in overcoming these barriers.
    0:20:57 – To Jim Rooney, the late ’80s were a time
    0:20:59 when a lot of barriers were coming down.
    0:21:02 – In 1989, you had Art Shell hired,
    0:21:05 you had what was going on in the world,
    0:21:08 where the Berlin Wall was coming down,
    0:21:10 Russia was starting to fall apart.
    0:21:12 You had this sense of great change,
    0:21:16 and the NFL was in a massive change era as well.
    0:21:18 You got a new commissioner.
    0:21:21 Paul Tagliaboo was a young, up-and-coming person
    0:21:24 who had a very open world view.
    0:21:27 You had the sense then that things were moving
    0:21:29 and were going to only move in that direction.
    0:21:34 – So did things keep moving in that direction in the NFL?
    0:21:36 That would be a no.
    0:21:37 – This is outrageous.
    0:21:39 How can a guy like Dungey get fired?
    0:21:40 – That’s After the Break.
    0:21:42 I’m Stephen Dovner, and you are listening
    0:21:43 to Freakonomics Radio.
    0:21:45 I hope you will spread the word about this show,
    0:21:49 maybe give it a review or rating in your podcast app.
    0:21:52 Those are great ways to support the shows you love.
    0:21:53 We will be right back.
    0:21:59 (dramatic music)
    0:22:05 In 1997, National Football League commissioner Paul Tagliaboo
    0:22:07 appointed Harold Henderson as the league’s
    0:22:10 executive vice president for labor relations.
    0:22:12 This made Henderson one of the highest ranking
    0:22:16 black executives in professional sports.
    0:22:18 Given all the momentum we were hearing about
    0:22:20 before the break, you might think that a lot
    0:22:24 of NFL teams by now would have hired a black head coach.
    0:22:27 After all, across the league’s 32 teams,
    0:22:29 more than half the players were black
    0:22:32 and many head coaches are former players.
    0:22:35 But the decision to hire a coach is a team decision,
    0:22:39 not a decision made by some executive in the league office.
    0:22:42 And the team owners were white.
    0:22:45 Here again is the legal scholar Jeremy Duru.
    0:22:47 – The easiest way to think about it
    0:22:51 is that the NFL is like an umbrella organization.
    0:22:55 And under that umbrella, you have 32 different clubs
    0:22:57 that are their own businesses.
    0:23:00 They’ve got their own owners, they’ve got their own presidents,
    0:23:03 they’ve got their own culture, they’ve got their own policies.
    0:23:07 The umbrella seeks to organize them in a way
    0:23:09 such that they can have competitive games
    0:23:13 against each other and a league in which to play.
    0:23:17 I think that the casual observer would view the commissioner
    0:23:19 as in charge of this whole thing.
    0:23:22 And the commissioner is the head of the league.
    0:23:26 But who hires the commissioner, the owners.
    0:23:27 The owners hire the commissioner.
    0:23:30 The owners have the power to not renew
    0:23:32 the contract of the commissioner.
    0:23:35 At the end of the day, these are individual businesses
    0:23:37 and it’s very important to understand that.
    0:23:41 And so each team, specifically the owner of each team,
    0:23:43 someone who is accustomed to operating
    0:23:46 as the master of his personal universe,
    0:23:50 he is free to adopt whatever hiring policy he wants.
    0:23:53 But by the end of the 2000 NFL season,
    0:23:57 there had only been five black head coaches in league history.
    0:23:59 If nothing else, the optics were not good.
    0:24:02 – Football, it is a collision sport.
    0:24:04 There is violence in the sport.
    0:24:09 And the idea of a team is predominantly black
    0:24:14 being sent out into essentially sport related combat
    0:24:18 by a group of people who are entirely white,
    0:24:22 who are standing outside on the sidelines looking on.
    0:24:23 It’s a painful picture.
    0:24:27 It harkens back to the days of battle royales
    0:24:29 and other exploitation of black athletes.
    0:24:32 And so I think inside those org–
    0:24:34 – I mean, to say nothing of slavery, let’s be honest.
    0:24:35 – Yeah, right.
    0:24:39 It was painful for athletes in those organizations.
    0:24:40 I don’t think they’re saying,
    0:24:43 hey, listen, we need all of the coaching staff to be black.
    0:24:45 But there’s gotta be a thought,
    0:24:48 well, how can I only get to go out
    0:24:51 and get my bell rung on Sundays
    0:24:53 and I don’t get to be on the sidelines
    0:24:57 or in the executive suites organizing the game?
    0:24:58 – Whether it’s wins and losses
    0:25:03 or the spirit and camaraderie
    0:25:06 or friction, et cetera, of a team,
    0:25:08 talk about the ways in which a team
    0:25:12 that may be 60 or 70% black players,
    0:25:16 how it’s different under a black head coach or coordinators
    0:25:18 or a white head coach or coordinators.
    0:25:20 – For those who don’t follow football,
    0:25:22 I mean, one way to look at it is the head coach
    0:25:24 is like the CEO of this team.
    0:25:26 They are making the decisions.
    0:25:27 They are running things.
    0:25:29 They are the model at the top.
    0:25:33 They’re the one who gives a last word before a game.
    0:25:34 They’re the one who decides
    0:25:36 what sort of schedule we’re gonna have.
    0:25:39 It’s all in the head coach’s purview.
    0:25:42 The black head coaches and their white head coaches
    0:25:44 who have been deeply successful
    0:25:49 on the interpersonal level with black players.
    0:25:52 But I think there’s something important
    0:25:54 for a black player to recognize
    0:25:57 that there’s at least some black representation
    0:25:58 on the coaching staff.
    0:26:02 I’m responsible for that player’s wellbeing.
    0:26:03 Head coach, or otherwise.
    0:26:06 – Frustration around the absence of black coaches
    0:26:10 seemed to hit a peak around the 2001 NFL season
    0:26:13 when two black head coaches, two of only five in history,
    0:26:14 were fired.
    0:26:16 They both had winning records
    0:26:18 and had both taken their teams to the playoffs
    0:26:20 multiple times.
    0:26:21 Those are the kind of accomplishments
    0:26:25 that tend to not get you fired as an NFL head coach.
    0:26:27 One of the fired coaches was Dennis Green
    0:26:29 of the Minnesota Vikings.
    0:26:32 The other was Tony Dungey of the Tampa Bay Buccaneers.
    0:26:35 Dungey, you will remember, got his start with the Steelers
    0:26:38 as a player and then as a very young coach
    0:26:41 handpicked by Chuck Knoll.
    0:26:44 The firing of Tony Dungey now caught the attention
    0:26:47 of Dan Rooney, the Steelers’ owner and president.
    0:26:50 Here again is his son Jim Rooney.
    0:26:52 – So Dungey comes into the Steelers in ’77.
    0:26:56 He and my father build a really close partnership.
    0:26:58 And my father sees throughout the ’80s
    0:27:03 and then the ’90s, he sees and has this ongoing conversation
    0:27:07 with Tony about job interviews.
    0:27:11 And my father sees the dehumanization.
    0:27:13 They both talked to me about this
    0:27:17 and the impact that had on my father to see someone
    0:27:19 that he knew was better than so many folks
    0:27:22 who were getting interviews and getting jobs
    0:27:26 and saying, you know, this is just completely wrong.
    0:27:28 – But Tony Dungey finally did get his chance
    0:27:30 with the Tampa Bay Buccaneers
    0:27:33 only to lose his job after six seasons.
    0:27:36 Jim Rooney remembers his father’s reaction.
    0:27:39 – I remember him just being really disillusioned.
    0:27:40 You know, this is outrageous.
    0:27:43 How can a guy like Dungey get fired?
    0:27:44 There’s these different moments in life
    0:27:46 where bad things happen
    0:27:48 and they become the catalyst to change.
    0:27:52 – Let me say two things here.
    0:27:56 The first is that Tony Dungey did get another chance
    0:27:58 with the Indianapolis Colts
    0:28:01 and Dungey led the Colts to a Super Bowl victory.
    0:28:04 So happy ending there.
    0:28:05 The other thing to say is this.
    0:28:10 Jim Rooney is an unabashed fan of his late father, Dan.
    0:28:11 He wrote a book about his father
    0:28:14 called A Different Way to Win.
    0:28:17 Most books written by an offspring, he writes,
    0:28:19 fall into one of two categories,
    0:28:22 a tell-all or a beatification.
    0:28:25 This book falls into the latter.
    0:28:27 Jim Rooney argues that his father
    0:28:29 was successful with the Steelers
    0:28:32 because of the kind of person he was.
    0:28:35 Honest, humble, compassionate.
    0:28:38 He wasn’t colorful like his father, the chief,
    0:28:41 but Dan Rooney cared about building things well,
    0:28:43 running things well,
    0:28:45 and he didn’t need to get the credit.
    0:28:47 These traits also made him valuable
    0:28:52 to his fellow NFL owners and to the league itself.
    0:28:55 Rooney was heavily involved in labor relations,
    0:28:58 league strategy, broadcast negotiations, and more.
    0:29:01 He had the ear of other owners when he needed it
    0:29:05 and when other owners needed to be broad in line,
    0:29:07 it was often Rooney who did that.
    0:29:12 And now in 2001, we know that Rooney was steamed
    0:29:14 about what had happened to Tony Dungey.
    0:29:16 Here’s Jeremy Duru again.
    0:29:19 – Tony Dungey got fired by the Buccaneers.
    0:29:21 Not only had he been successful,
    0:29:25 but he took the organization from pure doormat status
    0:29:28 and made them a contender every year
    0:29:30 after he was fired and Dennis Green was fired.
    0:29:33 This is after the 2001 season.
    0:29:38 We now had one coach of color in this league of 32 clubs,
    0:29:41 one head coach of color, league of 32 clubs,
    0:29:42 and it was just crazy.
    0:29:44 – Around this time, Duru was working
    0:29:47 for a Washington law firm called Mary and Scallop.
    0:29:51 They specialize in employment discrimination cases.
    0:29:54 Cyrus Mary is an Iranian-American attorney
    0:29:56 who had successfully brought racial discrimination cases
    0:29:58 against Coca-Cola and Texaco
    0:30:01 and was now suing Johnson & Johnson.
    0:30:03 His co-counsel on the Johnson & Johnson case
    0:30:06 was the superstar black attorney, Johnny Cochran,
    0:30:10 who had successfully defended OJ Simpson on murder charges.
    0:30:12 – And so Cyrus and Johnny,
    0:30:15 I think during a break from a deposition,
    0:30:18 they were working on that case just after Tony Dungey
    0:30:20 got fired by the Buccaneers
    0:30:23 and Dennis Green got fired by the Vikings.
    0:30:25 We’re just talking in the break room.
    0:30:28 You guys see what happened and I felt it was ridiculous.
    0:30:29 And they were like, you know what?
    0:30:31 What we’re seeing there is reflective of the work
    0:30:33 that we do in employment discrimination
    0:30:35 or civil rights work.
    0:30:37 We need to dig into this a little bit.
    0:30:39 – And what was the next step?
    0:30:43 – They figured, okay, all the anecdotes in the world
    0:30:46 may have some impact, but let’s get some stats on this.
    0:30:48 So they commissioned a study.
    0:30:50 They got someone named Janice Madden,
    0:30:53 a labor economist at University of Pennsylvania.
    0:30:55 They asked her if she would study
    0:30:58 the previous 15 years of the NFL
    0:31:00 and see how blackhead coaches
    0:31:03 were stacking up to whitehead coaches.
    0:31:07 Cyrus and Johnny, they get this report from Janice Madden.
    0:31:11 The report indicated that in the first year,
    0:31:16 a blackhead coach won 2.7 more games in the whitehead coach.
    0:31:18 – Which is a lot in the league of only…
    0:31:19 – That’s exactly right.
    0:31:20 16 game season, right?
    0:31:23 I mean, that is through the roof high.
    0:31:27 And in the season of termination, they won 1.3 more.
    0:31:28 Overall, they won more.
    0:31:30 They went to the playoffs more often
    0:31:31 as a percentage matter.
    0:31:34 They were, according to the numbers, better.
    0:31:37 And the conclusion from the report
    0:31:38 was not that black coaches
    0:31:41 are somehow inherently better coaches.
    0:31:43 The conclusion was that black coaches
    0:31:46 had been made to apprentice so long
    0:31:49 in assistant positions that when they became head coaches
    0:31:51 they were just better as a matter, you know?
    0:31:54 And so Cyrus and Johnny had a press conference
    0:31:57 releasing the report and they also sent it to the league.
    0:31:59 And during the press conference,
    0:32:03 Johnny said, “If they don’t negotiate, we will litigate.”
    0:32:06 And so essentially in sending it to the NFL,
    0:32:08 it was sent with the litigation threat.
    0:32:11 – So what would it be like to be an owner in 2002
    0:32:13 and hear Johnny Cochran say,
    0:32:17 hey, if you don’t negotiate, we’re happy to litigate.
    0:32:19 What’s the perspective of the owner there?
    0:32:22 – I think a lot of the owners are saying, okay, go get it.
    0:32:24 Let’s see what happens if you litigate.
    0:32:25 To be quite frank,
    0:32:27 I think that is what a lot of folks were saying,
    0:32:28 but not everybody.
    0:32:30 And here’s where the rubber met the road
    0:32:32 in a very interesting way.
    0:32:35 The NFL at the time, the league office now,
    0:32:38 there is a recognition that they’ve got a problem.
    0:32:42 The NFL recognized that the numbers were bad
    0:32:44 and the media was telling them about it as well.
    0:32:45 So they felt like they had to do something.
    0:32:49 And so when this threat came in,
    0:32:51 there was a decision made.
    0:32:53 Paul Tagliabu was the commissioner.
    0:32:54 I’ll give him credit.
    0:32:57 Jeff Pash was the general counsel of the league at the time
    0:33:00 and still is, I’ll give him credit.
    0:33:03 These folks were saying, we’ve got to do something
    0:33:06 rather than just bleeding them
    0:33:08 with a thousand cuts and litigation,
    0:33:09 which they could have done.
    0:33:11 The NFL is so highly capitalized.
    0:33:14 They could have fought them and probably wouldn’t have won.
    0:33:17 They said, why don’t you come in and let’s talk about this.
    0:33:20 There were some other key figures getting involved
    0:33:21 like John Wooten.
    0:33:24 He was a black former NFL player
    0:33:27 who had also worked as an executive at a few NFL teams
    0:33:29 and came to chair an advocacy group
    0:33:31 called the Fritz Pollard Alliance,
    0:33:35 named for that first black head coach way back in 1920.
    0:33:38 So the NFL was ready to talk.
    0:33:40 The advocates were ready to talk.
    0:33:42 And how about the team owners,
    0:33:46 the ones who actually hire the football coaches?
    0:33:48 Among the owners,
    0:33:51 you would have found considerably less enthusiasm.
    0:33:55 But Dan Rooney of the Steelers was an exception.
    0:33:58 Dan Rooney recognized that what these lawyers
    0:34:00 were talking about was something
    0:34:03 that the league had to engage and embrace.
    0:34:06 And Dan Rooney was trying to get other owners in the league
    0:34:09 to do something to try to increase equity.
    0:34:13 And what was the something then that was decided upon?
    0:34:18 So the report that I mentioned was in late September of 2002.
    0:34:21 And over the course of the following three months,
    0:34:23 the lawyers were brought in to meet.
    0:34:27 The owners had their own internal meetings.
    0:34:29 They talked to their outside counsel.
    0:34:32 There was a great deal of resistance.
    0:34:34 But there seemed to be some sort of galvanization
    0:34:36 around this idea,
    0:34:40 which the lawyers called the Fair Competition Resolution,
    0:34:41 which was a requirement
    0:34:44 that every club interview at least one person of color
    0:34:46 before making a head coach hire.
    0:34:50 – So this new idea is to have one minority candidate
    0:34:52 be among the interviewees.
    0:34:55 Was there also any kind of rule or requirement
    0:34:58 about the number of interviewees for an open position?
    0:35:01 – No, at the time there was no rule about that.
    0:35:04 The idea was just, hey, have one person of color.
    0:35:06 And there was a great deal of resistance.
    0:35:08 There’s one really interesting meeting
    0:35:11 where the NFL brought their outside counsel,
    0:35:13 a guy named Tom Williamson,
    0:35:16 to talk to the owners at the owners meeting
    0:35:18 about why this might be a good idea.
    0:35:19 And the owners are saying,
    0:35:23 well, you can’t tell me who to hire and this and that.
    0:35:27 And Tom says, look, we’re getting crushed in the press.
    0:35:29 We have ridiculous disproportionality
    0:35:32 between our head coaches and our players.
    0:35:34 What better idea do you have?
    0:35:39 And all these billionaire owners had nothing to say.
    0:35:42 And so out of that meeting came this idea
    0:35:44 that you know what, maybe we should try this.
    0:35:46 And Dan Rooney worked to get support
    0:35:47 from all the other owners.
    0:35:52 – My father felt that it was important
    0:35:55 that you get a complete consensus.
    0:35:57 That again is Jim Rooney.
    0:35:59 You had a couple of folks hold out
    0:36:00 and you had Al Davis,
    0:36:02 who really has been a leader in diversity
    0:36:05 holding out for a while saying, I already do this.
    0:36:08 I think he was scolding the league a little bit.
    0:36:10 But eventually my father said to Al,
    0:36:12 well, if you’re doing it, then you’re already in agreement.
    0:36:14 And Al kind of nodded to my father and said,
    0:36:16 okay, Dan, you win this one.
    0:36:19 And then Mike Brown of the Bengals,
    0:36:21 my father had a conversation with Mike,
    0:36:24 whose father, Paul Brown, really invented modern football.
    0:36:28 And Paul Brown’s history with black players is mixed.
    0:36:32 So it was getting not just enough consensus
    0:36:33 where you had majority,
    0:36:35 but really getting to the point
    0:36:37 where you had a unanimous vote.
    0:36:38 – There were holdouts,
    0:36:42 but ultimately Dan Rooney was able to wrangle everybody.
    0:36:46 And out of this came this idea,
    0:36:50 well, Dan Rooney was the strongest proponent inside for this.
    0:36:52 Let’s call it the Rooney Rule.
    0:36:58 – And so the Rooney Rule became reality in the NFL.
    0:36:59 How did it work out?
    0:37:00 After the break,
    0:37:03 we speak with one former black head coach.
    0:37:06 – In the beginning it was a good rule to put in.
    0:37:08 – But it soon got complicated.
    0:37:09 I’m Stephen Dubner.
    0:37:11 This is Freakin’omics Radio.
    0:37:12 We’ll be right back.
    0:37:23 (dramatic music)
    0:37:25 – Before the break,
    0:37:28 we heard the history that led the NFL to adopt
    0:37:31 a novel hiring policy called the Rooney Rule,
    0:37:34 which mandated that when a team was hiring a head coach,
    0:37:37 they had to interview at least one minority candidate.
    0:37:38 The goal was to ensure
    0:37:42 that qualified minority candidates didn’t get overlooked.
    0:37:46 Or as the legal scholar Jeremy Duru puts it,
    0:37:49 you know, “Fish the whole pond, fish the whole pond.”
    0:37:52 One idea behind fishing the whole pond
    0:37:55 in any hiring process, not just the NFL,
    0:37:57 is to make sure that your own cognitive biases
    0:38:00 don’t overwhelm your search for the best candidate,
    0:38:03 that you don’t give in to familiarity
    0:38:06 and hire someone who feels right for the part
    0:38:11 or someone who, in this case, looks like a football coach.
    0:38:13 – One of the things that the Rooney Rule does
    0:38:15 is it slows down processes, right?
    0:38:18 It forces you to slow down.
    0:38:22 We talk a lot about how important it is to slow down
    0:38:25 your decision-making process and be more intentional
    0:38:27 and deliberate.
    0:38:31 When you are grinding in a short period of time
    0:38:35 to make a decision, you generally retreat
    0:38:37 to what’s comfortable.
    0:38:41 And if you are running an organization
    0:38:46 and you are white, you generally retreat to whiteness.
    0:38:48 You retreat to hiring someone who is like you,
    0:38:51 and not even on a conscious level.
    0:38:54 But if you take time and you release some of that pressure
    0:38:56 and you’re a little more open and intentional
    0:38:59 about thinking broadly, then you don’t retreat
    0:39:02 into that safety space as much.
    0:39:04 And I think you have a better opportunity
    0:39:06 to make a decision that’s ultimately better
    0:39:08 for you and your organization.
    0:39:14 – So what happened in the early days of the Rooney Rule?
    0:39:18 – We have one head coach of color after 2001.
    0:39:21 The following year, there were three head coaches of color.
    0:39:22 The following year was up to five
    0:39:24 and in a few years, it was up to eight.
    0:39:28 So there really did seem to be progress being made.
    0:39:31 – One of those black coaches, Marvin Lewis,
    0:39:34 had been hired by Mike Brown of the Cincinnati Bengals.
    0:39:37 As we mentioned earlier, Brown had been one of the holdouts
    0:39:39 on the Rooney Rule vote.
    0:39:43 And yet, Mike Brown, he put together a textbook
    0:39:46 interview process in light of the Rooney Rule.
    0:39:50 It’s important to note that the time the Bengals were terrible
    0:39:55 and there was a sense that, you know, we need discipline here.
    0:39:58 Mike Brown went out and one person who was available
    0:39:59 was Tom Coughlin.
    0:40:02 So Tom Coughlin is a coach who’s had a lot of success
    0:40:05 in the league and was known as a disciplinarian.
    0:40:07 Seemed like he’d be the perfect solution
    0:40:08 to the Bengals problem.
    0:40:10 And so Mike Brown interviewed him
    0:40:14 but also interviewed Marvin Lewis,
    0:40:18 who was defensive coordinator with the Ravens long time.
    0:40:20 Even though he didn’t fit what appeared
    0:40:22 to be the mold the Bengals wanted,
    0:40:26 they went through the process, they interviewed him,
    0:40:28 they brought him back for a second one.
    0:40:31 They were impressed by him and they hired him.
    0:40:34 He turned around the club the next year,
    0:40:36 went to eight and eight after I think the club
    0:40:38 won two games a year before.
    0:40:40 – And he ended up being there forever, yeah?
    0:40:42 – Forever, ended up being there forever.
    0:40:44 – So when you look back at that incident
    0:40:47 with an owner who was not enthusiastic
    0:40:48 but went through the process
    0:40:50 and ended up hiring a black coach
    0:40:51 who proved to be very successful.
    0:40:54 I mean, that sounds like the poster boy situation
    0:40:55 for your argument, yes?
    0:40:57 – Yeah, that was the poster for the argument.
    0:41:01 – In the beginning, it was a good rule to put in.
    0:41:03 – That is Herm Edwards.
    0:41:06 He played in the NFL, coached in the NFL.
    0:41:10 And today he is an NFL analyst for ESPN.
    0:41:12 I mean pro football, I’ve been in this league
    0:41:14 for over 30 years.
    0:41:16 – Edwards’ father was a black man
    0:41:17 with a long career in the US Army.
    0:41:20 He met his wife while stationed in Germany
    0:41:21 after World War II.
    0:41:24 Herm Edwards has said that being in an interracial marriage
    0:41:26 was hard on his parents,
    0:41:29 but that there was no bitterness from my mom or dad.
    0:41:31 We just marched on.
    0:41:35 For Herm Edwards, football was part of that march.
    0:41:37 – I’m indebted to the game of football.
    0:41:39 And it started for me in high school.
    0:41:41 And then obviously from there to college
    0:41:43 and professional football as a player
    0:41:46 and then as a coach, assistant coach, a scout.
    0:41:48 – Edwards had a 10-year career playing cornerback
    0:41:51 in the NFL before he moved into coaching.
    0:41:54 Tony Dungey is a part of this story too.
    0:41:58 – Tony gets hired in Tampa and I go with Tony and become–
    0:42:00 – Your defensive backs or DC and Tampa?
    0:42:03 – I was a defensive backs, but I was the assistant head coach.
    0:42:04 And that was the key.
    0:42:06 Tony said, when he brought me down there, he said,
    0:42:08 “Look, you can go a lot of places in college
    0:42:09 and go be a coordinator.”
    0:42:10 He said, “You don’t need to do that.
    0:42:12 I’m gonna teach you how to be a head coach.”
    0:42:15 And he gave me a lot of responsibility as a head coach.
    0:42:17 – You’re the same age, roughly, yes?
    0:42:20 – Yes, came into league at the same time, exactly right.
    0:42:21 – So what did he do?
    0:42:22 What did he show you?
    0:42:23 What did he teach you?
    0:42:25 – So all the meetings that he would be in
    0:42:28 with the general managers, with the owners, the draft,
    0:42:30 all those things behind closed doors
    0:42:32 where the head coach is involved in it,
    0:42:34 I would sit in there.
    0:42:36 He would make decisions like training camp.
    0:42:37 He’d go down to training camp, schedule in.
    0:42:40 And I would ask him, I said, “Now, Tony, why did you do this?”
    0:42:42 And he would say, “Well, I did it ’cause this reason.”
    0:42:43 – Give me an example.
    0:42:44 What’s something he would do?
    0:42:45 – You know, something simple.
    0:42:47 Why are you giving him an off day here?
    0:42:50 And he’d go, “Well, because we’re gonna do this,
    0:42:51 this and this.”
    0:42:53 And then he looked at me, would tell me this.
    0:42:56 He said, “Herm, you might do it different,
    0:42:58 but I’m gonna give you knowledge.
    0:42:59 You don’t have to follow everything I do
    0:43:02 because you gotta look at it out of your eyes
    0:43:04 and it’s okay.”
    0:43:07 And so I sat there for, I don’t know how long,
    0:43:10 for about five years, and this was kind of interesting.
    0:43:13 I had chances after my second year there
    0:43:15 to go to places to be a coordinator.
    0:43:18 And he goes, “You don’t wanna do that.”
    0:43:19 And I said, “Because why?”
    0:43:21 – Well, because you get stuck.
    0:43:23 – Because you weren’t ready or?
    0:43:24 – No, Tony said, “No, just stay here.”
    0:43:26 He said, “You’re gonna be a head coach.”
    0:43:27 – Interesting.
    0:43:30 So he was grooming you from the beginning to be a head coach.
    0:43:31 – He was grooming me from the beginning.
    0:43:34 And it was interesting because I could have went to college.
    0:43:36 And he goes, “You don’t wanna do that.”
    0:43:38 He said, “You need to be an NFL head coach.”
    0:43:39 And he was right.
    0:43:41 (upbeat music)
    0:43:44 – In 2001, before the Rooney Rule was adopted,
    0:43:47 Herm Edwards became the sixth black head coach
    0:43:48 in NFL history.
    0:43:51 He spent several seasons coaching the New York Jets,
    0:43:53 another few with the Kansas City Chiefs,
    0:43:55 and eventually he did take a college head coaching job
    0:43:57 at Arizona State University.
    0:44:00 Edwards did not have a great coaching record.
    0:44:02 That’s why he’s a broadcaster now.
    0:44:05 But he did get the opportunity.
    0:44:08 He recognizes that his path was easier than most,
    0:44:12 thanks to the mentorship of Tony Dungey.
    0:44:15 So why does Edwards think that the Rooney Rule was,
    0:44:17 as he put it, good in the beginning?
    0:44:19 – Well, because it slowed guys down
    0:44:21 from hiring their buddies.
    0:44:22 This is a big job.
    0:44:23 When you get ready to hire somebody,
    0:44:25 you wanna know some information.
    0:44:27 Owners talk, they say, “You interviewed this guy,
    0:44:29 “you interviewed that guy, what did it look like?”
    0:44:31 Well, he did okay, he didn’t do okay, whatever.
    0:44:32 They all speak.
    0:44:35 So in the beginning, it forced you to slow down.
    0:44:37 Because what used to happen,
    0:44:39 the teams had gotten to playoffs,
    0:44:40 those are the guys you went after.
    0:44:41 When they lost, like some of these dudes
    0:44:43 couldn’t even interview when they were in the playoffs.
    0:44:45 Really, I had to lose a game to get an interview.
    0:44:48 And then sometimes the job would be gone.
    0:44:49 Because the time you got out of the playoffs,
    0:44:52 it was too late, they wanted to hire somebody.
    0:44:54 So I tried to be an optimist about this
    0:44:56 because I’ve been in the league for so long
    0:44:58 and I’ve watched it grow.
    0:45:01 And wherever I’ve been, I’ve been the first black head coach.
    0:45:05 The Jets, Kansas City, Arizona State.
    0:45:07 So I chuckled because I know that eventually
    0:45:10 someone was gonna ask me the question.
    0:45:11 When I went to Kansas City, “Hey, you know,”
    0:45:13 and I said, “I already know.”
    0:45:15 And then when I went to Arizona State, they went,
    0:45:17 “I said, I already know, don’t ask the question.”
    0:45:22 And so you think in 2024, this shouldn’t be a question.
    0:45:26 This should no longer be a question, but it still is.
    0:45:29 As it gotten better, it’s gotten a lot better,
    0:45:31 but there’s still a lot of work to do.
    0:45:34 – What kind of work still needs to be done?
    0:45:37 Well, consider those interviews that were required
    0:45:38 by the Rooney Rule.
    0:45:41 – So in the beginning, it was a good way
    0:45:44 of slowing it down and getting interviews,
    0:45:48 but then it became almost like, no.
    0:45:50 Because the interviews was like,
    0:45:52 “Okay, I’m gonna interview some guys,
    0:45:53 “but I already know who I’m gonna hire.”
    0:45:55 – So were those sham interviews?
    0:45:58 – Yeah, I mean, some of them were phone calls.
    0:45:59 I interviewed with a guy.
    0:46:00 He didn’t even bring in.
    0:46:04 – Coming up next time in part two,
    0:46:07 the underbelly of the Rooney Rule.
    0:46:10 – It wasn’t two weeks after everybody had agreed to the rule
    0:46:14 that it was totally flouted by an owner
    0:46:15 who just agreed to it.
    0:46:17 And then the Rooney Rule started drifting
    0:46:20 into corporate America.
    0:46:22 This too had its problems.
    0:46:23 – It’s no different than saying,
    0:46:24 “Oh, you know what?
    0:46:25 “I want to run a marathon.”
    0:46:30 There is a 42 week process where you like train, y’all.
    0:46:32 You don’t just get up and say,
    0:46:34 “I’m gonna run 26.2 miles.”
    0:46:36 And that’s what people do with their diversity efforts.
    0:46:38 – That’s next time on the show.
    0:46:40 Until then, take care of yourself.
    0:46:43 And if you can, someone else too.
    0:46:46 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    0:46:49 You can find our entire archive on any podcast app
    0:46:51 or at freakonomics.com,
    0:46:53 where we also publish transcripts and show notes.
    0:46:56 This episode was produced by Teo Jacobs.
    0:46:58 Our staff also includes Alina Kulman,
    0:47:00 Augusta Chapman, Dalvin Abouwaji,
    0:47:03 Eleanor Osborne, Ellen Frankman, Elsa Hernandez,
    0:47:06 Gabriel Roth, Greg Rippon, Jasmine Klinger, Jeremy Johnston,
    0:47:08 John Schnarrs, Julie Kanfer, Lerick Bowditch,
    0:47:11 Morgan Levy, Neil Caruth, Rebecca Lee Douglas,
    0:47:13 Sarah Lilly, and Zach Lipinski.
    0:47:16 Our theme song is “Mr. Fortune” by the Hitchhikers.
    0:47:18 Our composer is Luis Guerra.
    0:47:21 As always, I thank you for listening.
    0:47:24 – Okay, and then what about Special Teams Coordinators?
    0:47:26 – Special Teams Coordinators,
    0:47:28 I’m not exactly sure what Special Teams Coordinators are.
    0:47:30 – No one pays attention to Special Teams.
    0:47:31 (laughs)
    0:47:32 We’re just being honest here.
    0:47:34 Sorry, Special Teams folks.
    0:47:41 – The Freakonomics Radio Network,
    0:47:43 the hidden side of everything.
    0:47:47 Stitcher.
    0:47:49 (upbeat music)
    0:47:52 you

    The biggest sports league in history had a problem: While most of its players were Black, almost none of its head coaches were. So the N.F.L. launched a hiring policy called the Rooney Rule. In the first episode of a two-part series, we look at how the rule succeeded — until it failed.

     

     

     

  • EXTRA: In Praise of Maintenance (Update)

    AI transcript
    0:00:06 Hey there, it’s Steven Dubner.
    0:00:11 We’re always hearing about innovation and disruption and the new, new thing.
    0:00:14 And a lot of that stuff is wonderful.
    0:00:18 But I’ve been thinking lately that we tend to overlook something equally important, maybe
    0:00:22 more important, maintaining what we’ve already built.
    0:00:28 And then I remembered that we made an episode about this idea back in 2016 called “In Praise
    0:00:29 of Maintenance.”
    0:00:35 So we went back into the archive, dusted off that episode, updated facts and figures as
    0:00:38 necessary, and today we are playing it for you as a bonus episode.
    0:00:40 I’d love to know what you think.
    0:00:43 Our email is radio@freakonomics.com.
    0:00:49 As always, thanks for listening.
    0:00:54 A while back, I got obsessed with the notion of maintenance, or really the notion of how
    0:00:56 much time maintenance takes.
    0:01:01 You go to the gym to maintain your body, so it can do what you need it to do.
    0:01:05 Maybe you go to a doctor, and a dentist, and a therapist too.
    0:01:10 You spend a third of your life sleepings, your brain can do what it needs to do.
    0:01:14 And think about all the time and resources that go into maintaining your work life.
    0:01:18 The meetings, the memos, the productivity apps.
    0:01:22 Of course, there’s also your personal life to maintain.
    0:01:27 I got so obsessed with the burden of all this maintenance that I decided to precisely track
    0:01:32 how many minutes I was spending of each day on different forms of maintenance versus all
    0:01:34 the other things I was trying to accomplish.
    0:01:39 But after just a couple days, I quit this ridiculous exercise because it had become
    0:01:43 just another maintenance task that kept me from doing the stuff I really wanted to be
    0:01:44 doing.
    0:01:49 I decided that maintenance was simply a curse that had to be accommodated, that the less
    0:01:52 I thought about it, the happier I’d be.
    0:01:55 And then I read something that changed my mind completely.
    0:02:01 Our thesis basically is that our culture’s obsession with innovation and hype has led
    0:02:05 us to neglect maintenance and maintainers.
    0:02:10 Today on Freakonomics Radio, in praise of maintenance.
    0:02:15 Because there’s not only a need, but a certain nobility in taking care of what you’ve already
    0:02:20 created, and maybe we shouldn’t look at maintenance as the enemy of innovation.
    0:02:23 I think a great nation can walk and chew gum at the same time.
    0:02:36 Or can we?
    0:02:41 This is Freakonomics Radio, the podcast that explores the hidden side of everything with
    0:02:54 your host, Steven Dubner.
    0:03:00 There is a digital magazine called Aeon, A-E-O-N, that publishes essays about ideas and culture.
    0:03:05 Just as I was having my personal crisis about the burden of maintenance, I came across a
    0:03:09 fascinating piece in Aeon called “Hail the Maintainers.”
    0:03:16 The subtitle, “Capitalism excels at innovation, but is failing at maintenance.
    0:03:19 And for most lives, it is maintenance that matters more.”
    0:03:23 Okay, I’m Lee Vinsel, and my name is Andy Russell.
    0:03:27 They are the co-authors of the Aeon essay, “Vinsel First.”
    0:03:32 I’m trained as a historian, and most of my work looks at the relationship between government
    0:03:35 policy and science and technology.
    0:03:40 Back when we first aired this episode, Lee Vinsel taught at the Stevens Institute of
    0:03:41 Technology.
    0:03:45 He is now an associate professor of science, technology, and society at Virginia Tech.
    0:03:50 Andy Russell is also an historian who studies technology and governance.
    0:03:55 When we spoke with him, he was dean of the College of Arts and Sciences at SUNY Polytechnic
    0:03:56 Institute.
    0:03:58 He is now the provost of that university.
    0:04:03 He and Vinsel had already come to believe that the American embrace of innovation had
    0:04:10 led to, here, I’ll quote them, “a mountain of dubious scholarship and magical thinking.”
    0:04:16 And then Walter Isaacson published a book called “The Innovators,” how a group of hackers,
    0:04:20 geniuses, and geeks created the digital revolution.
    0:04:25 Basically Andy wrote me and a friend, a kind of joke email saying we should answer with
    0:04:31 a book called “The Maintainers,” how bureaucrats, standards engineers, and introverts create
    0:04:34 technologies that kind of work most of the time.
    0:04:39 Yeah, and then we just decided to lay it out really clearly in an essay, so examining
    0:04:45 where innovation rhetoric came from, what we call innovation speak, and then laying
    0:04:50 out a more grounded vision of human life with technology.
    0:04:53 I’ll ask you an impossibly broad question to start with.
    0:05:01 How much are we, I guess, hurting ourselves or missing out on society-wise globally?
    0:05:08 It gets more impossible to answer by the moment by failing to appreciate the value of maintenance
    0:05:10 at the expense of innovation.
    0:05:11 It’s a good question.
    0:05:12 It’s a broad question.
    0:05:17 One thing that we insist that’s important isn’t that we need to do only maintenance and get
    0:05:18 rid of innovation.
    0:05:21 We both appreciate innovation and creativity and new stuff.
    0:05:23 So there’s no argument there.
    0:05:29 I think in paying more attention to maintenance and maintainers, it’s really signaling a shift
    0:05:35 in values away from glittery new things, consumer culture and those sorts of things, and toward
    0:05:43 work, towards labor, towards maybe even sacrifice in the form of taxes or effort to sustain society,
    0:05:46 and to pay a little bit more respect to the people whose jobs do that.
    0:05:47 They’re not superstars.
    0:05:49 They’re just grinding it out day to day.
    0:05:53 But I guess one of my counters to that argument, and maybe I’ve just been brainwashed by the
    0:06:01 innovation crowd, is that, well, one of the promises of technology is that it would eliminate
    0:06:07 the need for much or, in some cases, all of that kind of handmade maintenance.
    0:06:12 So if you’re talking about something literally like a cleaning person, a janitor, someone
    0:06:18 who comes along to a public restroom in an airport eight, 12, 15 times a day to clean
    0:06:19 it up.
    0:06:25 I think, well, don’t I want the much-vaunted self-cleaning bathroom that was supposed to
    0:06:26 be here by now?
    0:06:30 Wouldn’t that technology, if it worked well, be better?
    0:06:37 Because it would, A, do a good job, and, B, not require people to do that kind of work.
    0:06:41 So why are you making the argument that that kind of work is so important?
    0:06:42 Is it really a moral argument?
    0:06:44 It is a moral argument.
    0:06:45 That’s true.
    0:06:48 But I think we also need to just take stock of where we’re at.
    0:06:55 We live in a moment where lots of people are writing and talking about robots and artificial
    0:07:03 intelligence, and all these machines and technologies, they’re going to come along and replace drudgery.
    0:07:06 We’re not going to have to worry about that stuff anymore.
    0:07:12 But I can show you movies put out by General Motors from 1955 that show the kitchen of
    0:07:17 the future that’s not going to involve any labor for women.
    0:07:19 And that didn’t come true.
    0:07:23 And we have to be sober and say, yes, these things might come.
    0:07:24 And that wouldn’t be bad.
    0:07:25 That would be great.
    0:07:29 But we can’t pretend that we can just forget about all the labor that’s going on right
    0:07:36 now and is probably going to continue going on for the foreseeable future.
    0:07:38 People always think about what’s new.
    0:07:42 People always think about what can be named.
    0:07:46 That is the Harvard economist Larry Summers, who has served as the president of Harvard,
    0:07:51 as the U.S. Treasury Secretary, chief economist of the World Bank, and as President Obama’s
    0:07:53 top economic advisor.
    0:08:00 People always think more about how new ground can be broken than they think about how existing
    0:08:07 institutions can be sustained or existing facilities can be maintained.
    0:08:16 It leads to a constant trap where we underinvest in old things, then old things disappoint
    0:08:23 us, then we feel a need for new things, then to satisfy that need for new things, we underinvest
    0:08:27 more in old things, and the cycle goes on.
    0:08:33 You see it in the fact that we pay the equivalent of 40 cents a gallon in gasoline taxes for
    0:08:39 extra repairs due to the fact that we’re not maintaining our highways right.
    0:08:45 You see it in an air traffic control system in the United States that still uses obsolete
    0:08:49 technologies and doesn’t use GPS.
    0:08:53 As a consequence, we all spend more time with air traffic delays.
    0:08:57 We burn huge amounts, more energy.
    0:09:00 We take greater safety risks than we need to.
    0:09:07 You see it in developing countries where they’re always building new facilities, but then a
    0:09:15 few years later those facilities sit in a sense of disrepair.
    0:09:23 I think the fetish of novelty and the lack of glamour of maintaining and sustaining things
    0:09:27 is a besetting problem.
    0:09:32 One very important area where you see this is in the area of philanthropy where everybody
    0:09:39 always wants to start a new institution or to do something new and then be a catalyst
    0:09:41 and then have others fund their institution.
    0:09:46 Well, not everybody can be the one who levers other money.
    0:09:54 Some have to be levered, so I think it does lead to a fragmentation.
    0:09:59 It does lead to returns that are lower than they need to be.
    0:10:04 In cases like the U.S. public sector, it can lead to tragic underinvestment.
    0:10:10 Okay, so let’s do a brief history of maintenance.
    0:10:16 We’ll talk about our cities, our homes, our infrastructure, even how modern investors think
    0:10:19 about maintenance versus innovation.
    0:10:21 Let’s start way back here.
    0:10:27 Certainly, Rome understood that engineering and infrastructure was a huge part of making
    0:10:34 its city function, and it not only invested in that in Rome, but exported it elsewhere.
    0:10:36 That’s Ed Glazer, another Harvard economist.
    0:10:43 So the sewage starts with the Cloca Maxima in the sixth century before the Common Era,
    0:10:47 and that’s associated with the last of the Tarquin kings, the Etruscans.
    0:10:51 The Cloca Maxima was one of the world’s first sewage systems.
    0:10:52 It was maintained.
    0:10:58 There were people like Cato the Elder, who is particularly famed for uttering that Carthage
    0:11:01 must be destroyed, Dylinda Carthagau asked at the end of every speech.
    0:11:09 He was also heavily involved in water and sewerage, so this single-minded passion for the good
    0:11:14 of the Republic translated into caring about infrastructure, and he made it one of his
    0:11:15 pet themes.
    0:11:18 It was also an Augustan theme as well.
    0:11:23 Glazer wanted to be remembered for taking a city of brick and leaving it a city of marble,
    0:11:27 but he was also attentive to the water and sewerage maintenance side of things.
    0:11:32 Of course, Rome also was interesting in that they weren’t rich by modern standards, maybe
    0:11:37 per capita income of modern dollars around 1500, but they had remarkable government capacity.
    0:11:42 Glazer, we should say, is an expert on cities, and he also thinks that cities are one of
    0:11:44 the best things that humans have ever come up with.
    0:11:49 He’s the author of a book called Triumph of the City, How Our Greatest Invention Makes
    0:11:52 Us Richer, Smarter, Greener, Healthier, and Happier.
    0:11:56 In fact, all of these old imperial cities had remarkable government capacity because
    0:11:57 that’s how you got to be an imperial city.
    0:12:01 You had to have a government that was able to subdue all your neighbors.
    0:12:05 So Julius Caesar was actually able to help the roads function by stopping wheeled traffic
    0:12:09 from entering the city for the first 10 hours of every day, which helps in the maintenance
    0:12:12 side as well, although it’s not a substitute for repaving the roads.
    0:12:19 So cities are inherently dense, which means that a problem, whether it’s trash or crime
    0:12:23 or bad streets or sidewalks, can affect a lot of people in a hurry.
    0:12:27 So talk to me about the importance of maintenance, especially physical infrastructure maintenance,
    0:12:29 especially in a city.
    0:12:30 Oh, absolutely.
    0:12:34 It’s both the fact that any problem can be magnified, and it’s the fact that just proximity
    0:12:36 itself creates downsides, right?
    0:12:41 Proximity means that someone’s bacteria are more likely to affect you.
    0:12:44 Proximity means that we’re all sharing the same amount of road space and consequently
    0:12:48 trying to gobble up the same real estate and facing the downside of congestion.
    0:12:52 And of course, density also makes it easier for one person to steal from one another.
    0:12:56 And on top of, of course, creating congestion, all those drivers and city streets wear down
    0:13:01 the infrastructure, which is why we so often think of city streets as being places that
    0:13:04 are full of potholes or full of other problems.
    0:13:10 So cities need infrastructure of a variety of different forms, and that infrastructure
    0:13:12 needs to be maintained.
    0:13:17 And making sure that you have the institutions in place that can provide at least a modicum
    0:13:24 of maintenance is really crucial to making city lives work.
    0:13:28 Glazers spent some time in the Philippines learning how Manila deals with sewage.
    0:13:33 Short answer, not nearly as well as ancient Rome.
    0:13:39 These are septic tanks that flow right through pipes, right into sort of main corridors that
    0:13:42 course through the city and often end up in the bay.
    0:13:46 And the septic tanks are typically in the house, beneath the kitchen perhaps, outside
    0:13:49 maybe on the driveway.
    0:13:54 And the big project that the water companies, which take care of the sewage and the septic
    0:13:58 tanks we’re involved in doing is trying to get people to clean out their septic tanks.
    0:14:02 And it wasn’t that the water companies weren’t willing to provide it.
    0:14:04 The people often didn’t even want it, right?
    0:14:09 Whether they’d let it go 30 or 40 years without any form of cleaning of the septic tank, without
    0:14:11 any desludging.
    0:14:16 And the people were pushing against having it cleaned up because to get to it, you needed
    0:14:20 to tear up someone’s kitchen and they didn’t see the upside of moving it.
    0:14:23 And consequently, there’s a whole public health issue related to the fact that more
    0:14:27 filth is spewing out through these pipes into the common areas.
    0:14:30 So the problem of maintenance is really huge in this area.
    0:14:37 So in a case like that, what’s a solution other than building infrastructure like a
    0:14:43 septic tank in a way originally that it doesn’t require disrupting your life later on?
    0:14:49 Certainly designing infrastructure from the beginning so that it is maintenance friendly
    0:14:55 is surely the right way to go as the lower the cost can possibly be both for the large
    0:14:58 scale entity that has to do the maintenance, but also for the individual that has to put
    0:15:00 up with the inconvenience.
    0:15:02 That’s clearly important.
    0:15:07 But on top of that, when you’re looking at maintenance that’s required to keep a city
    0:15:11 healthy, I’m a big fan of having some form of regulation and fine in place.
    0:15:14 Look, I mean, as you know, I’m a Chicago PhD.
    0:15:17 I think lots of areas of our lives are over-regulated.
    0:15:19 I think entrepreneurship is over-regulated.
    0:15:23 But there are areas like maintaining public health where I think it’s just fine to have
    0:15:29 regulations and small fines that are put in place if people actually don’t do basic tasks
    0:15:32 like desludging that are required for the public good.
    0:15:37 I asked Glazer to name a modern city that gets maintenance right.
    0:15:41 The meritocracy that is Singapore is quite impressive on the maintenance side.
    0:15:45 This is no longer a new city and yet it still feels clean.
    0:15:47 It still feels well taken care of.
    0:15:51 And I think part of it is just they have enough smart people in government for whom this is
    0:15:54 their job that they continue to focus on this.
    0:15:57 I think it’s an open question as to whether or not all the shiny things that are being
    0:16:00 built in China will wear all that well or will be protected.
    0:16:02 I think we still have to see on that.
    0:16:07 So when it happens well, whether in modern Singapore or ancient Rome, is it more a function
    0:16:15 of design that was able to be maintained relatively easily or cost-effectively or is it a kind
    0:16:24 of conscious devotion to maintenance that many individuals or nations just fail to factor
    0:16:25 in or budget?
    0:16:29 Well, I think in both the Singapore and Rome case, there are leaders who make it their
    0:16:35 job and some in the case of Cato presumably thought that there was popularity be gained
    0:16:41 by sticking up for the old Rome and for maintaining Roman virtues including decent infrastructure.
    0:16:44 Most of the Roman infrastructure looks pretty simple from a modern perspective and consequently
    0:16:48 it would have been easier to maintain than a more complicated infrastructure.
    0:16:53 But that raises sort of larger technological changes, which is that as the world becomes
    0:16:56 more complicated, as infrastructure becomes more complicated, there are more ways that
    0:17:01 it can potentially go wrong and maintenance, if anything, becomes even more important.
    0:17:05 So in a simpler world, maintenance was easier to get at than it is in the more complex world
    0:17:07 of today.
    0:17:11 I think we should be talking about what is the value of engineering.
    0:17:14 That again is Lee Vinsel from Virginia Tech.
    0:17:20 The value of engineering is much more than just innovation and new things, focusing on
    0:17:24 taking care of the world rather than just creating the new nifty thing that’s going
    0:17:26 to solve all our problems.
    0:17:32 If you look at what engineers do out in the world, like 70 to 80 percent of them spend
    0:17:35 most of their time just keeping things going, right?
    0:17:40 And so this comes down to engineering education too when we’re forcing entrepreneurship and
    0:17:48 innovation as the message is that we’re just kind of skewing reality for young people.
    0:17:53 And we’re not giving them a real picture and we’re also not valuing the work that they’re
    0:17:55 probably going to do in their life.
    0:17:59 That seems to me just to be kind of a bad idea.
    0:18:06 So all you guys need to do is make maintenance sexy for the American public and for politicians
    0:18:07 and policy makers.
    0:18:08 Do you have any plans?
    0:18:09 How are you going to pull that off?
    0:18:13 Yeah, we’re going to come up with some slogans like main-toe-vation.
    0:18:18 We’re going to have professional wrestlers dance in front of bridges, you know, their
    0:18:21 shirts off.
    0:18:26 Coming up after the break, how well are we maintaining our infrastructure here at home?
    0:18:29 I cannot imagine that that’s the right solution.
    0:18:30 I’m Stephen Dubner.
    0:18:32 This is Free Economics Radio.
    0:18:41 We’ll be right back.
    0:18:46 Every four years, the American Society of Civil Engineers puts out a report card on
    0:18:49 physical infrastructure in the United States.
    0:18:55 On the most recent report card from 2021, our overall grade was a C minus.
    0:19:01 Of the 17 categories that got a letter grade, only rail and ports scored higher than a C.
    0:19:05 Rail got a B and ports a B minus.
    0:19:13 Transit, meanwhile, got a D, roads, D minus, drinking water, C minus, bridges a C.
    0:19:17 When I spoke with Ed Glazer for this episode a few years back, things were even worse.
    0:19:22 The most recent overall grade then was a D plus.
    0:19:26 This is the United States of America, an economic superpower.
    0:19:28 So what the what?
    0:19:30 How has this happened?
    0:19:34 Well, I think the first thing we should do is we should be a little bit wary about infrastructure
    0:19:39 groups that issue report cards whose ultimate bottom line is that trillions must be spent
    0:19:41 in their industry.
    0:19:45 That being said, there are obviously real issues around American infrastructure.
    0:19:51 And what I worry about is that the answer to this will be just big checks cut in Washington.
    0:19:54 And I cannot imagine that that’s the right solution.
    0:19:58 I can certainly point to a bridge that crosses the Charles River near me, which has been
    0:20:02 going on was initiated in part because of the promise of federal dollars that it’s awfully
    0:20:06 hard to see the value that we got from four years of disruption for allegedly maintaining
    0:20:08 this bridge and improving it.
    0:20:11 It’s a remarkable and not a very happy tale.
    0:20:12 That’s Larry Summers again.
    0:20:17 The Anderson Bridge connects Harvard Square with the city of Boston.
    0:20:20 It connects different parts of the Harvard campus.
    0:20:23 It’s 75 yards from my office.
    0:20:26 The bridge is 232 feet long.
    0:20:30 It has been under repair now for a four and a half years.
    0:20:35 To put that in some kind of perspective, Julius Caesar built a bridge over a span of the
    0:20:43 Rhine that wasn’t 232 feet, it was over a thousand feet, and he did it in nine days.
    0:20:47 And that was with the technologies that were available before Christ.
    0:20:51 Today, we surely should be able to do much better.
    0:20:54 In fact, a hundred years ago, the bridge we’re trying to repair and have been repairing for
    0:21:03 four and a half years was built in less than one year from nothing with much earlier technologies.
    0:21:06 So what accounts for this delay?
    0:21:13 The delay was a combination of environmental requirements, historical commission requirements,
    0:21:15 and just plain incompetence.
    0:21:20 There were permitting issues, multiple redesigns, and in addition to the time overrun, there
    0:21:25 were big cost overruns, which Larry Summers points out doesn’t even factor in all the costs.
    0:21:31 Look, you do calculations, you add up all the thousands of cars that go across it.
    0:21:38 You value the time that people suffer in delay because the bridge is in disrepair or because
    0:21:41 the process of repairing it takes forever.
    0:21:47 You figure out what people’s time’s worth, you know, even if you value it at $15 an hour.
    0:21:53 I’d certainly pay much more than $15 an hour to avoid being stuck in traffic jams.
    0:22:00 Often it ends up that big infrastructure investments will pay for themselves right out just in terms
    0:22:04 of avoiding the delays that people suffer.
    0:22:08 The Anderson bridge repair finally was completed.
    0:22:12 There are, meanwhile, thousands of other bridges in the U.S. that need repair.
    0:22:17 Summers argues that forestalling such maintenance has a larger drag on the economy than you
    0:22:18 might think.
    0:22:22 I think infrastructure is the right thing in the short run for the United States because
    0:22:24 it puts people to work in a substantial scale.
    0:22:29 It’s the right thing in the medium term because it expands the capacity of our economy and
    0:22:35 it’s the right thing in the long run because it takes a burden off of our children.
    0:22:38 We will eventually, as a country, fix Kennedy Airport.
    0:22:43 It’ll just be much more expensive if we delay and the cost of fixing Kennedy Airport will
    0:22:50 compound at a far greater rate than the one and a half percent in bonds we print ourselves
    0:22:55 that represents the yield today on long-term U.S. government bonds.
    0:23:01 The New York airports are often used as being the textbook examples of declining American
    0:23:02 infrastructure.
    0:23:04 It’s Ed Glazer again.
    0:23:09 Everyone has an awful experience at one of them that they can recount about the chaos
    0:23:11 that JFK can often be.
    0:23:13 These airports are complicated.
    0:23:15 They sit on city land.
    0:23:19 They are run by the Port Authority of New York and New Jersey, which answers to two
    0:23:24 different governors and is responsible for a lot of other things.
    0:23:29 It is a very big and sprawling agency and it has structural problems that almost surely
    0:23:31 need reform.
    0:23:36 Probably the airports actually should be split up and made into completely separate agencies.
    0:23:41 None of that reform will occur if the authority simply gets more cash infusions from Washington.
    0:23:45 That is a recipe for non-reform, not for reform.
    0:23:50 There’s absolutely no reason why the well-heeled travelers who go in and out of JFK Airport
    0:23:52 can’t pay for that infrastructure themselves.
    0:23:57 There’s absolutely no reason why that infrastructure needs to be subsidized by ordinary taxpayers
    0:23:59 in any way.
    0:24:04 I’m 100% on board the need for a massive infrastructure overhaul in the U.S.
    0:24:07 I think though that if we go down the route of saying that that just means big items in
    0:24:10 the budget, we go completely in the wrong direction.
    0:24:14 We need to take a hard look at institutional reform, we need to figure out how federal
    0:24:19 nudges and federal money can be used in a way that’s productive, rather than simply
    0:24:21 a recipe for maintaining the status quo.
    0:24:25 Since we made the original version of this episode, New York City’s airports have been
    0:24:28 an infrastructure bright spot.
    0:24:33 Last year, we made a series about airline travel called Freakonomics Radio Takes to the Skies.
    0:24:38 In one of those episodes, we toured the new and much improved LaGuardia Airport, which
    0:24:43 has benefited from fast-track funding put forth by former Governor Andrew Cuomo, along
    0:24:47 with a multi-billion-dollar investment by Delta Airlines.
    0:24:52 Construction has also begun on a $19 billion overhaul of John F. Kennedy Airport.
    0:24:58 All that new spending and construction sounds great, but Ed Glazer says we need to be careful
    0:25:01 about how these massive projects are funded.
    0:25:06 So my favorite way of paying for infrastructure, other than user fees, is with local property
    0:25:09 taxes or with property development, even.
    0:25:15 So Hong Kong’s mass transit system funds itself by developing skyscrapers on top of
    0:25:19 new subway lines, and it manages to keep the fees low because it can do well enough by
    0:25:24 extracting the value that commuters are willing to pay to be right there.
    0:25:28 So linking up, I think, in the space of public transit, linking up the payments that developers
    0:25:32 are willing to pay, let’s say, to build very high-res buildings near subway stops with
    0:25:34 funding for the infrastructure.
    0:25:37 I mean, I don’t actually want America’s transit system to be building skyscrapers
    0:25:40 on their own, but I’m happy for them to get some flow of tax revenues in exchange for
    0:25:43 the ability to build higher buildings next to the subway stops.
    0:25:45 That would seem like a desirable thing.
    0:25:51 In the case of roads, I think the key is embracing things like congestion pricing whenever it’s
    0:25:52 at all feasible.
    0:25:56 Any time you build a new highway, you really want to slap a fee on it from the beginning
    0:26:00 because it’s just a sort of political endowment effect that seems to be very strong, which
    0:26:06 is that if I take a road that’s free and then slap a toll on it, you have riots in the
    0:26:07 street.
    0:26:08 People are incredibly angry.
    0:26:09 It’s a political nightmare.
    0:26:14 If you introduce a new road that has a toll from the beginning, people nod.
    0:26:17 They may not be pleased about it entirely, but they think that they never saw that road
    0:26:18 before.
    0:26:19 That road comes with a toll.
    0:26:20 They can accept that.
    0:26:22 So what role does Glaser see in this for the federal government?
    0:26:27 I think actually the best role for the federal government in infrastructure is to actually
    0:26:33 be in the business of inspecting, rating, local infrastructure projects, to check whether
    0:26:37 or not the maintenance is good, to publicize when the roads or the bridges are unsafe,
    0:26:42 and then perhaps to have federal money that’s targeted not to new projects, but specifically
    0:26:47 to maintenance, perhaps structured as a matching fund for local monies.
    0:26:51 So it’s a structure in which we think actually having a bit more local buy-in at the beginning
    0:26:53 is probably helpful.
    0:26:56 But you inevitably come up against a fundamental budgeting question.
    0:27:01 How to balance the cost of maintenance with the cost of making new things, the cost of
    0:27:02 innovating?
    0:27:03 I’m all for maintenance.
    0:27:09 I’m all for infrastructure, but I don’t think they should be framed as the enemy of innovation.
    0:27:10 Larry Summers again.
    0:27:13 I think we want to be able to produce in new ways.
    0:27:14 We want new products.
    0:27:18 We want businesses to organize themselves in new ways.
    0:27:22 We want to be the place in the world that has the most cutting-edge science.
    0:27:28 We want when new uses of software, new uses of artificial intelligence are developed,
    0:27:30 we want them to happen here.
    0:27:38 So I do believe in a very strong case for infrastructure investment, but I want to be careful about
    0:27:41 saying that I’m somehow against innovation.
    0:27:46 I think a great nation can walk and chew gum at the same time.
    0:27:52 In 2021, President Biden signed the Infrastructure Investment and Jobs Act, a bipartisan effort
    0:27:57 to fund infrastructure, including roads, bridges, trains, airports, and more.
    0:28:01 The price tag, $1 trillion.
    0:28:06 This has helped launch 40,000 infrastructure projects across the country.
    0:28:12 Coming up on Freakinomics Radio, how innovation and maintenance compete for our money.
    0:28:19 Large public companies in mature markets tend to invest primarily on maintenance, and often
    0:28:23 they don’t have the additional capital you need to do large innovation.
    0:28:26 How innovation and maintenance compete for our time.
    0:28:32 I started out with the assumption that technological change had reduced women’s labor so much
    0:28:37 that they could enter the workforce, and it took me about three years to discover that
    0:28:39 I was wrong.
    0:28:43 And I finally get serious about some personal maintenance.
    0:28:46 It’s all about prioritization one step at a time.
    0:28:59 Ruth Schwartz Cowan is an historian of science, technology, and medicine.
    0:29:03 I’m a retired faculty member from the University of Pennsylvania.
    0:29:09 Like Lee Vincel and Andy Russell, Cowan thinks we put too much emphasis on innovation.
    0:29:12 There are basically very few innovators.
    0:29:14 There are a huge number of maintainers.
    0:29:20 And when you start paying attention to it, you begin to understand how essential it is.
    0:29:24 My late husband used to say, and I used to think it was a joke, but I think now that
    0:29:31 he’s absolutely right, plumbers are on the world, and we may kind of resent our dependence
    0:29:32 on them.
    0:29:37 In fact, that may be a larger part of why we don’t pay attention because we really would
    0:29:40 like to think of ourselves as independent of all of that, but we’re not.
    0:29:46 We are very dependent on a lot of people who don’t have PhDs.
    0:29:50 We’re very dependent on a lot of people who don’t have high school diplomas.
    0:29:55 Cowan has done a lot of research on one particular form of maintenance, housework.
    0:30:01 The name of my book is More Work for Mother, the ironies of household technology from the
    0:30:03 open hearth to the microwave.
    0:30:04 That’s right.
    0:30:08 She found that home inventions that were supposed to free up women from labor often
    0:30:09 led to more labor.
    0:30:16 I started out with the assumption that technological change in the household, mainly the electrification
    0:30:22 of households, had reduced women’s labor so much that they could enter the workforce,
    0:30:25 married women’s labor, and enter the workforce.
    0:30:29 It took me about three years to discover that I was wrong.
    0:30:30 Wrong how?
    0:30:34 There are two components of work, and one is time, but the other is what we might call
    0:30:41 metabolic labor, and most of the new technologies saved metabolic labor.
    0:30:46 It was much harder to wash clothing.
    0:30:51 When you were doing it by scrubbing the clothing on a scrubbing board and hauling the water
    0:30:58 from the stove to whatever vessel you were using to wash the laundry, then it was to
    0:31:02 do it when you had a washing machine and running water.
    0:31:04 There’s no question about that.
    0:31:07 But with more and more machines to help with chores…
    0:31:13 Housewives began to spend more time doing their chores.
    0:31:17 In rural America, the standard routine for underwear was that you slept in it and you
    0:31:21 changed it maybe a couple of times a year.
    0:31:29 So in the modern, let’s say post-World War II, standard household, vastly more wash gets
    0:31:32 done than in any previous time in history.
    0:31:37 And even for the modern woman or man who does work outside the home…
    0:31:43 There are women who are, and men too in some cases, who are doing what sociologists have
    0:31:46 come to call a double day.
    0:31:51 They’re doing almost as much maintenance work as their grandmothers might have done
    0:31:56 or grandfathers might have done if their grandfathers were living on farms.
    0:32:03 They’re doing almost as much unpaid maintenance work as they are paid work by hours.
    0:32:10 So that’s an interesting and perhaps humbling lesson from the past, that innovation doesn’t
    0:32:14 necessarily decrease the time we spend on maintenance.
    0:32:19 Which brings us back to how we’re supposed to pay, not only in dollars but in time, for
    0:32:22 the maintenance we need to do even if we don’t want to do it.
    0:32:28 I think that there can be a false dichotomy when it comes to maintenance, which is maintenance
    0:32:31 is required clearly.
    0:32:36 But in order to effectively do maintenance, I think you need to innovate.
    0:32:37 That’s Martin Casado.
    0:32:41 He’s a general partner with the venture capital firm Andresen Horowitz.
    0:32:46 As a venture capitalist, you’re looking for opportunities to invest in that you believe
    0:32:48 will be large opportunities.
    0:32:53 I wanted to hear from someone like Casado because it struck me that if some startup
    0:32:57 goes to a venture capitalist with some terrible but innovative idea, it would probably still
    0:33:01 generate a lot more interest than a startup with an excellent idea that deals with just
    0:33:03 maintenance.
    0:33:08 So with crumbling bridges and outdated airports and all the rest and a federal government that
    0:33:14 often can’t get out of its own way, are the private equity markets really askewed toward
    0:33:15 innovation as I imagined?
    0:33:16 Yeah.
    0:33:17 Yeah.
    0:33:18 I think it’s a super interesting question.
    0:33:25 And in fact, I think the public markets have done a really good job of factoring in maintenance
    0:33:28 into its expectations on values of companies.
    0:33:33 In other words, there’s one pool of money, including the stock markets that values maintenance,
    0:33:38 whether it’s for physical infrastructure or increasingly digital infrastructure.
    0:33:43 And there’s another pool of money, including that from venture capital firms that seeks
    0:33:44 out innovation.
    0:33:52 Large public companies in mature markets tend to invest primarily on maintenance, and often
    0:33:56 they don’t have the additional capital you need to do large innovation.
    0:34:04 So for example, between say 2011 and 2015, growth companies, companies that are in fast
    0:34:10 growing areas, spent two times more than legacy companies on research and development.
    0:34:16 So as companies mature, the majority of their investment in their spend is in kind of maintaining
    0:34:18 existing technologies and so forth.
    0:34:21 And this is largely because of the pressure from the public markets.
    0:34:27 And so then the way that these kind of legacy enterprises innovate is through inorganic
    0:34:30 growth where they buy often startups.
    0:34:33 So if you look at the same group over the same period, you’re saying, okay, they say we
    0:34:36 have a legacy enterprise and kind of a newer growth enterprise.
    0:34:43 Over the last between say 2011 and 2015, legacy enterprises spent something like 10 times
    0:34:49 more, it’s about nine times more than the growth enterprises to acquire innovation.
    0:34:52 So if you tease apart what’s happening here, what’s happening is the public markets say,
    0:34:56 listen, if you are in a mature company, we know that that will keep the lights on.
    0:35:01 We know that that’s what you need to do to get predictable returns and public markets
    0:35:03 like predictable returns, correct?
    0:35:08 However, there’s going to be another pool of money and another ecosystem that can take
    0:35:10 the risks, right?
    0:35:11 And these are startups.
    0:35:12 These are like venture capitalists.
    0:35:17 So we make these very risky investments on these companies that may be wildly successful
    0:35:18 or not.
    0:35:21 And then it’s up to the growth enterprises on whether they want to buy them after this
    0:35:22 has proven out or not.
    0:35:26 And so I think the public market has created this bifurcation nicely in an economic fashion
    0:35:29 where they’re saying, yes, we don’t want you to innovate.
    0:35:33 And in fact, we’re going to keep your margins fixed so you can’t innovate.
    0:35:39 And so they do invest in what they’re currently doing versus the more private startup side.
    0:35:44 Casado also points out that behind all those sexy high tech firms that attract billions
    0:35:49 of investment dollars, there’s a lot of unsexy infrastructure that makes it all possible.
    0:35:54 Think about like the brick and mortar of computing, the core IT infrastructure.
    0:35:58 You know, IT infrastructure, it’s a $4 trillion market.
    0:35:59 It’s massive.
    0:36:04 Every time you go to Amazon, you’re connecting to this massive building, think like football
    0:36:08 stadium size massive building and inside that building, you’ve got tons of storage arrays
    0:36:09 that store the data.
    0:36:11 You’ve got tons of computing power.
    0:36:14 You’ve got tons of networking equipment that connects it all together.
    0:36:18 You’ve got a whole bunch of software that just provides kind of the underpinnings for
    0:36:19 the application itself.
    0:36:20 You’ve got databases.
    0:36:22 You’ve got security equipment.
    0:36:28 I mean, all of that is infrastructure.
    0:36:33 Not often, but once in a while, I take the time to marvel at the fact that so many people
    0:36:38 do so much work behind the scenes to keep the world humming.
    0:36:42 Whether it’s the internet, the roads, the electricity grid, you name it.
    0:36:45 Of course, it’s easy to point out the failures.
    0:36:49 They’re visible, whereas the bulk of maintenance is practically invisible.
    0:36:57 In praise of maintenance, let me just say this, it’s necessary work, it’s hard work,
    0:37:01 and for people like me, who are always in a hurry to make the next new thing, it can
    0:37:07 be really unappealing work, which means that sometimes you need help.
    0:37:10 So I went out and got some help.
    0:37:15 I like to think that I’m a fairly orderly person, but my office has become increasingly
    0:37:20 crowded with a small mountain of files and notebooks and photos and audio tape and other
    0:37:23 byproduct from years of writing, making music and so on.
    0:37:28 I didn’t want to throw it out, but I also didn’t want it to become increasingly inaccessible
    0:37:32 in an ever larger mountain, so I sought professional help.
    0:37:34 Well, tell us more about that.
    0:37:38 Chris Licinic runs a company in Brooklyn called AV Preserve.
    0:37:41 They help all sorts of institutions manage their archives.
    0:37:46 They worked with Yale University, Museum of Boundary Art, United Nations, and the New
    0:37:47 York Public Library.
    0:37:52 Well, first, we did a big inventory to inventory their audio, video, and film holdings, which
    0:37:54 were over 800,000 items.
    0:37:55 How big?
    0:37:56 How many?
    0:37:57 Over 800,000 items.
    0:38:02 I’m not quite in the same league as the New York Public Library, but my desire is similar
    0:38:08 to maintain a history, to make it more organized, more accessible, hopefully more useful.
    0:38:12 What is the ideal outcome of this project that you envision?
    0:38:19 I want everything that I’ve ever documented or created, I kind of want it preserved with
    0:38:23 differing degrees of accessibility.
    0:38:29 Memory is just so narrow and incomplete and bad that when I think about things that I’ve
    0:38:34 done or written about or reported on in the past and not written about, I remember them
    0:38:39 so incompletely and so poorly that I think it would be really nice to have that preserved
    0:38:42 for who knows whatever reasons.
    0:38:50 I want all of that easily and instantly accessible, but I want that point of accessibility to
    0:38:56 be so easy that everything going forward from today I can put in the appropriate basket
    0:39:05 without acquiring mountains, whether physical or virtual, that have to be sorted later.
    0:39:08 The ultimate vision to be able to find everything easily and accessible, but if we think about
    0:39:13 that as the ultimate outcome and we realize that there’s a lot of steps in between there
    0:39:20 and here, we look at this project as phase one, the first steps, do you have any thoughts
    0:39:24 on what the outcome of this phase, what to find success for you?
    0:39:28 It would be we finish this meeting like 20 minutes and you say, “I’ll be back tomorrow
    0:39:33 and I’ll take care of everything,” and then next Monday you’ll have a hard drive where
    0:39:34 everything is there.
    0:39:38 That’s my … I mean, you asked.
    0:39:39 I’m trying to give you a realistic.
    0:39:40 No, I know that’s not real.
    0:39:42 You asked what I want.
    0:39:43 Right, right, right.
    0:39:48 Okay, so Chris Licinic persuaded me it wasn’t going to be so easy, but he started helping
    0:39:49 me draw up a plan.
    0:39:50 This is about maintenance.
    0:39:53 It’s losing the 200 pounds and then staying that way.
    0:39:56 But he said it wasn’t as scary as I thought.
    0:39:57 I’m sure it feels that way.
    0:39:58 But it’s not.
    0:40:03 It’s all about prioritization one step at a time.
    0:40:06 And so we’ve begun.
    0:40:10 Licinic and his colleagues are doing most of the hard work, enumerating and measuring the
    0:40:16 amounts of different media, then categorizing by media, paper, audio tape, digital audio,
    0:40:17 et cetera.
    0:40:22 And then eventually I sit down with them, file box by file box, and figure out whether
    0:40:28 and how to preserve a particular thing and how to make it live in a place where I can
    0:40:30 visit it whenever I want.
    0:40:34 The key for me is one thing Licinic said.
    0:40:38 It’s all about prioritization one step at a time.
    0:40:46 Okay, I hope you enjoyed this bonus episode, but I have to tell you, I failed miserably
    0:40:52 in my attempt to consolidate and downsize my work product from the last many years.
    0:40:55 In fact, the mountain has gotten a bit higher.
    0:40:58 Marie Kondo would be horrified.
    0:41:03 On some days I do think about attacking this mountain, but I have decided for the time
    0:41:06 being that the right thing to do here is nothing.
    0:41:11 A lot of psychologists talk about decision making that leads to action, but I have read
    0:41:17 some psychological research, which says that deciding to not make a decision can sometimes
    0:41:18 be a good move.
    0:41:21 And that’s what I’m going with, at least for now.
    0:41:24 Thanks for listening to this bonus episode of Freakonomics Radio.
    0:41:27 We will be back very soon with a new episode.
    0:41:32 Until then, take care of yourself, and if you can, someone else too.
    0:41:35 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    0:41:41 You can find our entire archive on any podcast app also at freakonomics.com, where we publish
    0:41:43 transcripts and show notes.
    0:41:48 This episode was originally produced by Irva Gunja and has been updated by Dalvin Abouaji.
    0:41:53 Our staff also includes Alina Kulman, Augusta Chapman, Eleanor Osborne, Ellen Frankman,
    0:41:58 Elsa Hernandez, Gabriel Roth, Greg Rippen, Jasmine Klinger, Jeremy Johnston, John Schnars,
    0:42:02 Julie Canfer, Lyric Bowditch, Morgan Levy, Neil Caruth, Rebecca Lee Douglas, Sarah Lilly,
    0:42:04 Theo Jacobs, and Zac Lipinski.
    0:42:10 Our theme song is Mr. Fortune by The Hitchhiker’s Hour Composer is Luis Guerra.
    0:42:14 As always, thank you for listening.
    0:42:16 Does AOL still exist and buy things?
    0:42:19 Yeah, yeah, yeah, they do.
    0:42:20 I missed out on that.
    0:42:32 The Freakonomics Radio Network, the hidden side of everything.
    0:42:32 Stitcher.
    0:42:35 (upbeat music)
    0:42:37 you

    We revisit an episode from 2016 that asks: Has our culture’s obsession with innovation led us to neglect the fact that things also need to be taken care of? 

     

    • SOURCES:
      • Martin Casado, general partner at Andreessen Horowitz.
      • Ruth Schwartz Cowan, professor emerita of history and sociology of science at University of Pennsylvania.
      • Edward Glaeser, professor of economics at Harvard University.
      • Chris Lacinak, founder and president of AVPreserve.
      • Andrew Russell, provost of SUNY Polytechnic Institute.
      • Lawrence Summers, professor and president emeritus of Harvard University; former Secretary of the Treasury and former director of the National Economic Council.
      • Lee Vinsel, professor of science, technology, and society at Virginia Tech.

     

     

  • 602. Is Screen Time as Poisonous as We Think?

    AI transcript
    0:00:02 (dramatic music)
    0:00:08 I am going to say a dirty word, screen time.
    0:00:13 That simple and suddenly terrifying word
    0:00:15 includes all the hours that you spend streaming movies,
    0:00:18 playing video games, especially the hours you spend
    0:00:21 caught in the vortex of social media and news
    0:00:25 and communication that gushes from your phone.
    0:00:28 Everyone seems to have something to say about screen time
    0:00:30 from the American Academy of Pediatrics
    0:00:33 to religious and educational leaders
    0:00:35 to the New York Times opinion section,
    0:00:38 especially the New York Times opinion section.
    0:00:42 Our own devices scold us with reminders to get off Instagram,
    0:00:46 to hold the phone further away, to avoid eye strain.
    0:00:48 If you have an iPhone, you know that it tracks
    0:00:50 the hours you spend on it every day
    0:00:53 and then makes a point to tell you that number,
    0:00:57 that always surprisingly large number.
    0:00:58 The people we are most worried about
    0:01:02 when it comes to screen time are children and teenagers.
    0:01:05 Parents around the world are in a full-on panic
    0:01:07 about the relationship between screen time
    0:01:10 and mental health, in part because there is
    0:01:13 new scientific evidence on this relationship.
    0:01:18 What we’ve observed from around 2014 was high school kids,
    0:01:20 we were seeing a rise in their use of internet
    0:01:23 and smartphones and so on, and a big rise
    0:01:25 in their anxiety levels, depression levels,
    0:01:26 all kinds of things.
    0:01:30 That sounds terrible, but is the case
    0:01:33 against screen time really that clear cut?
    0:01:37 Today on Freakonomics Radio, we will hear the evidence
    0:01:40 and some challenges to the evidence.
    0:01:43 It’s very easy to fool yourself as an analyst.
    0:01:46 We’ll also discuss the incentives at play.
    0:01:49 That’s how op-eds work, like people are desperate
    0:01:51 for one weird trick to save your life.
    0:01:54 Still, you’d have to be a cold-hearted person
    0:01:56 to think that nothing should change.
    0:01:59 The question is, well, here’s the question.
    0:02:02 – What the hell are we gonna do about it?
    0:02:04 (upbeat music)
    0:02:15 – This is Freakonomics Radio,
    0:02:19 the podcast that explores the hidden side of everything
    0:02:21 with your host, Stephen Dubner.
    0:02:24 (upbeat music)
    0:02:27 (upbeat music)
    0:02:32 – David Blanchflower, his friends call him Danny
    0:02:34 after the much-loved British footballer,
    0:02:37 is himself British, but he has spent the past few decades
    0:02:39 at Dartmouth College in New Hampshire.
    0:02:42 He is an economics professor and researcher
    0:02:45 who has also been involved in economic policy making.
    0:02:47 – The way I would describe it is I’m a data guy,
    0:02:49 and I look at patterns in the data, and I say,
    0:02:52 let’s kick and poke and punch the data as hard as we can,
    0:02:53 and let’s see if we get an answer.
    0:02:55 – Blanchflower is a pioneer of what some people
    0:02:57 call happiness economics.
    0:03:01 He is particularly well-known for one key finding.
    0:03:03 – In any well-being equation I ever looked at,
    0:03:05 there was a midlife crisis.
    0:03:08 There was a U-shape in age in the data.
    0:03:12 – This U-shape is known as the happiness curve.
    0:03:14 It is derived from many studies over the years
    0:03:17 using survey data from thousands of people
    0:03:19 of all ages from around the world.
    0:03:22 Now, you may know how we feel about survey data
    0:03:26 around here that it’s not the most reliable form of data.
    0:03:28 On the other hand, it’s hard to find a better way
    0:03:32 to measure something as intangible as happiness.
    0:03:35 Anyway, here’s what Danny Blanchflower has found.
    0:03:38 – Basically, the happiest people of the young,
    0:03:40 it takes a U-shape, it diminishes down
    0:03:43 to around 50 years of age, and then it rises again.
    0:03:45 – There are a number of stories you could tell
    0:03:47 about why happiness has a U-shape
    0:03:49 over the course of a lifetime.
    0:03:54 – For many young people, life is fun and relatively easy.
    0:03:57 Adulthood, meanwhile, brings challenges,
    0:03:59 obligations, quite possibly offspring,
    0:04:02 and those offspring in turn bring more challenges
    0:04:04 and obligations.
    0:04:09 But then, happiness begins to rise again at around age 50,
    0:04:12 an age at which many parents are no longer
    0:04:14 so obligated to their children.
    0:04:17 Is that a coincidence?
    0:04:19 Maybe, maybe not.
    0:04:21 There are other possible drivers of that upswing
    0:04:23 and happiness in middle age.
    0:04:27 You might just become more mature over time, more satisfied.
    0:04:30 You might become more comfortable with who you are,
    0:04:33 or at least better at managing your expectations.
    0:04:37 Danny Blanchflower has written more than 30 papers
    0:04:38 about this happiness curve,
    0:04:42 and his findings have been replicated over 600 times,
    0:04:43 an impressive record when you’re trying
    0:04:46 to measure an emotional state.
    0:04:49 The scientific consensus was so strong
    0:04:51 that many researchers had come to see the happiness curve
    0:04:56 as a natural part of human life, at least Blanchflower had.
    0:05:00 But then, one day, he came across the work of Jean Twenge,
    0:05:03 a psychology professor at San Diego State University.
    0:05:05 – She was interviewed in the New York Times,
    0:05:09 and read that interview, and I started to read the papers,
    0:05:12 and the papers were about things that I had written about.
    0:05:15 She’d used some of the data that I’d used.
    0:05:18 But Twenge’s work didn’t fit the happiness curve
    0:05:20 that Blanchflower had made famous.
    0:05:23 Her work showed that happiness starts to decline
    0:05:25 before adulthood.
    0:05:27 She showed that teenagers in particular
    0:05:30 were reporting much higher rates of unhappiness
    0:05:31 than in the past.
    0:05:33 – I started to look at the data,
    0:05:35 and I realized that I had missed something.
    0:05:38 I mean, I wrote 30 papers saying
    0:05:40 there was a hump shape in age, or a U shape.
    0:05:43 I literally said this is one of the most phenomenal facts
    0:05:46 in social science, and then I wrote until it wasn’t.
    0:05:48 – So what did Blanchflower miss?
    0:05:51 – So now, instead of the hump shape, we have a decline.
    0:05:54 – Meaning more people reported being unhappy
    0:05:56 at an earlier age than he had seen before.
    0:05:59 – That’s only really started since 2015,
    0:06:01 and I missed it, and the world missed it.
    0:06:03 Do you know why we missed it?
    0:06:05 Because a bit of data took a while to come in,
    0:06:08 so we didn’t really get data until about 2018, 2019,
    0:06:10 and then COVID came.
    0:06:12 And everybody said, “Oh, look at the effects of COVID.”
    0:06:15 Well, it turns out now we have to rethink it,
    0:06:17 because a lot of it was actually occurring prior to COVID,
    0:06:21 and COVID merely extended pre-existing trends,
    0:06:22 and we didn’t know it.
    0:06:24 – Blanchflower, to his credit,
    0:06:28 became convinced that his famous old happiness curve
    0:06:30 no longer fit the current reality.
    0:06:33 So now he began to, as he would say,
    0:06:35 kick and poke and punch the data.
    0:06:39 – The data that I like is from the CDC.
    0:06:41 People are asked the following question.
    0:06:43 Over the last 30 days,
    0:06:46 how many of those 30 were bad mental health days?
    0:06:48 Most people just say no days.
    0:06:49 – But that’s most people.
    0:06:52 One group of people gave the opposite answer.
    0:06:55 They said that every day of the previous 30
    0:06:57 was a bad mental health day.
    0:06:59 – So what we’ve seen over time in America
    0:07:01 is that that has increased by quite a lot.
    0:07:05 The group that has increased the most are young women.
    0:07:09 So today, 10% of young women report,
    0:07:12 and 7% of young men report that every day of their lives
    0:07:14 is a bad mental health day.
    0:07:16 We basically see this problem of a collapse
    0:07:18 in the well-being of the young in America,
    0:07:19 and then we see it in the UK.
    0:07:21 So the UN says to me, Danny, we gotta look at the world.
    0:07:23 Let’s go look at the world.
    0:07:23 – That’s right.
    0:07:25 Blanchflower’s happiness research
    0:07:28 had caught the attention of the United Nations.
    0:07:31 He and other researchers were asked to find out more.
    0:07:34 – So off we go, and now basically we find
    0:07:36 it’s true everywhere.
    0:07:38 And so we’re talking about what I think
    0:07:40 is a huge global crisis.
    0:07:42 But the genie has been released from the bottle,
    0:07:44 and it was released from the bottle a decade ago
    0:07:46 before we realized what was going on.
    0:07:49 – So what happened a decade ago
    0:07:53 that caused this decline in mental health among young people?
    0:07:56 For Gene Twenge, the San Diego state psychologist,
    0:07:58 there is an obvious and easy answer.
    0:07:59 The smartphone.
    0:08:02 Apple introduced the iPhone in 2007
    0:08:06 and sold around 1.4 million units that year.
    0:08:10 These days, Apple sells more than 200 million iPhones a year,
    0:08:12 and that’s just Apple.
    0:08:15 For every iPhone, four or five non-Apple smartphones
    0:08:19 are sold around the world a billion a year.
    0:08:24 In 2017, Twenge published a book called “Deep Breath” here.
    0:08:26 I, Gen, why today’s super connected kids
    0:08:30 are growing up less rebellious, more tolerant, less happy,
    0:08:34 and completely unprepared for adulthood,
    0:08:37 and what that means for the rest of us.
    0:08:39 Twenge also published some related pieces
    0:08:41 in “The Atlantic” and “The New York Times,”
    0:08:43 which amplified her argument.
    0:08:47 In early 2024, the influential social psychologist
    0:08:50 Jonathan Haidt, who teaches at New York University,
    0:08:54 joined this argument with a book called “The Anxious Generation,”
    0:08:56 how the great rewiring of childhood
    0:08:59 is causing an epidemic of mental illness.
    0:09:03 Here is Haidt on MSNBC discussing this epidemic.
    0:09:06 Everyone has a theory about what causes it.
    0:09:07 There is only one explanation.
    0:09:09 There is no other theory that can make sense
    0:09:11 of a synchronized global collapse in mental health,
    0:09:14 other than the fact that in 2010,
    0:09:16 the great majority of kids had a flip phone,
    0:09:20 no high-speed internet, no unlimited data, no Instagram.
    0:09:23 And by 2015, we all have a smartphone,
    0:09:26 high-speed internet, unlimited data,
    0:09:28 Instagram, front-facing camera.
    0:09:31 Haidt makes a compelling argument, as does Gene Twenge,
    0:09:34 and their argument has resonated with many people,
    0:09:36 parents especially.
    0:09:38 There have been suggestions that social media
    0:09:42 and photo-sharing apps can be particularly damaging
    0:09:43 to adolescent girls and young women
    0:09:48 by amplifying pressure and anxiety around their appearance.
    0:09:52 But is the smartphone really the one explanation,
    0:09:54 as Haidt puts it?
    0:09:56 As we often preach around here,
    0:09:59 correlation does not equal causation.
    0:10:02 Maybe there are some other factors contributing
    0:10:04 to the anxiety and unhappiness
    0:10:07 that young people say they are feeling.
    0:10:09 For instance, the last couple decades have brought
    0:10:13 wave after wave of political and economic turmoil,
    0:10:16 sometimes tipping into chaos.
    0:10:18 If you have parents or grandparents
    0:10:20 who grew up during the Great Depression,
    0:10:23 you know how much they were shaped by that experience.
    0:10:25 So have young people today maybe been shaped
    0:10:27 by all that chaos?
    0:10:30 And let’s not forget the widespread anxiety
    0:10:31 over climate change.
    0:10:35 And for kids who grew up in the US, especially New York,
    0:10:40 the 9/11 attacks set a tone of fear and anger.
    0:10:41 There’s also this.
    0:10:45 What about the benefits of the smartphone?
    0:10:47 Anti-phone advocates have done a good job
    0:10:50 pointing out the costs, but let’s not forget the benefits.
    0:10:52 The smartphone provides connection,
    0:10:55 it facilitates the sharing of interests,
    0:10:58 helps you navigate to pretty much anywhere,
    0:11:02 and gives access to just about any piece of information
    0:11:05 or music or whatever else you might want.
    0:11:07 Of course, this can be overwhelming
    0:11:10 and if you consume too much of it, you may get sick,
    0:11:12 just as you’ll get sick consuming too much of anything
    0:11:15 that humans consume, like food.
    0:11:19 But just as food is pretty important for humans,
    0:11:21 so is connectivity.
    0:11:24 And to discount the benefits, especially for young people,
    0:11:26 may be short-sighted.
    0:11:30 So I went back to the economist Danny Blanchflower
    0:11:33 to talk through the causality piece of this.
    0:11:36 If I asked you to give the strongest piece of evidence
    0:11:39 that you’re convinced that this is a causal relationship
    0:11:41 between the rise of, let’s call it digital tech use,
    0:11:44 and the rise of anxiety or depression,
    0:11:47 how do you know that that instrumental variable
    0:11:50 is the one that’s driving the bulk of that problem?
    0:11:52 Because I could posit a variety of other things.
    0:11:52 – Yeah, of course.
    0:11:55 If we throw one at you just off the top of my head,
    0:11:58 your Dartmouth colleague, Bruce Sassardot,
    0:12:01 has done research on the rise of negativity in media,
    0:12:03 especially in the U.S.
    0:12:07 And we know the effect of media on the psyche.
    0:12:10 So could it be that what we’re thinking of
    0:12:14 as, quote, “digital tech” being the driver is in fact,
    0:12:17 digital tech is in this case more of a delivery system
    0:12:20 for a massive wave of negativity,
    0:12:24 also a massive wave of information about mental health
    0:12:27 that may cause more people to self-diagnose and so on?
    0:12:28 – What a great question.
    0:12:30 Actually, Bruce and I were working on this together.
    0:12:32 I was just talking to him 20 minutes ago.
    0:12:35 So obviously there’s a set of questions, what is it?
    0:12:39 And I sort of posit as a policymaker,
    0:12:41 well, maybe it is something else,
    0:12:44 but this thing appears to disproportionately impact the young
    0:12:47 and above that disproportionately,
    0:12:49 it impacts young women.
    0:12:52 This trend started prior to COVID.
    0:12:55 Every piece of evidence we have is that it doesn’t appear
    0:12:57 to have been caused by the Great Recession.
    0:13:00 So all the things that you’ve talked about, that is true,
    0:13:03 but why would it especially be true of women?
    0:13:04 And you have to get the timing right.
    0:13:07 So the timing fits, the rise we observe
    0:13:11 in the ill-being of the young starts around 2014.
    0:13:14 At exactly that time, you see the explosion of digital usage,
    0:13:17 internet usage, smartphone usage, and so on.
    0:13:21 And I think in the end, the causal question is sort of irrelevant
    0:13:24 in the sense that here we have a problem, right?
    0:13:26 The worry is what do you do about it, right?
    0:13:28 I mean, I’m obviously concerned
    0:13:30 that this declining wellbeing of the young
    0:13:33 will translate itself into something bad.
    0:13:35 We’ve seen things like rising self-harm,
    0:13:38 evidence of rising thoughts of suicide,
    0:13:40 but to this point, thank God,
    0:13:43 we haven’t yet seen lots of bad outcomes.
    0:13:45 The people who have the least incidence of deaths
    0:13:47 by a drug overdose are the young.
    0:13:49 I don’t see much evidence of an increase there.
    0:13:52 And the evidence around the world is that in the US,
    0:13:54 suicides have risen slightly for young men,
    0:13:55 not in other places.
    0:13:58 – Wait a minute, this seems like a pretty big deal here.
    0:14:00 You’re saying this engagement with smartphones
    0:14:02 is leading to, let’s just call it generally,
    0:14:05 declining mental health among the young.
    0:14:07 Could it be that this is a kind of gantlet
    0:14:09 that young people now go through
    0:14:13 and emerge relatively undamaged?
    0:14:15 And who knows, maybe even stronger?
    0:14:17 – Supposing the answer to that is no,
    0:14:18 and we don’t do anything.
    0:14:21 We have to err on the side of caution, right?
    0:14:23 I mean, I agree with you, it may well be that.
    0:14:24 You intervene and you say,
    0:14:27 “Well, we were mistakenly intervening
    0:14:29 to make sure your child wasn’t in deep trouble.
    0:14:31 Who’s your ever rejected that?”
    0:14:34 We were wrong, okay, but it’s much better to be wrong
    0:14:36 trying to protect them than to do nothing.
    0:14:38 And then suddenly we’re overtaken
    0:14:41 by a huge splurge in deaths from overdoses.
    0:14:43 In a way, the experience that I had
    0:14:46 at the Bank of England was interesting.
    0:14:47 – Blanche Flower is talking here
    0:14:50 about when he served as an external member
    0:14:53 on a Bank of England committee that sets interest rates.
    0:14:56 In October of 2007, the global economy
    0:14:58 suddenly appeared fragile,
    0:15:00 perhaps on the brink of a deep recession.
    0:15:02 – So I sit there and I make a decision
    0:15:04 on interest rates every month.
    0:15:07 – Blanche Flower was the first and, at the time,
    0:15:09 only person on the committee
    0:15:11 to vote in favor of cutting interest rates.
    0:15:12 – The hardest thing in the world
    0:15:14 is to know where you are,
    0:15:15 because you’ve got no clothes dead,
    0:15:16 it doesn’t come in for a year.
    0:15:18 So you sit and you try and make a decision
    0:15:19 on limited information.
    0:15:21 – Being out front on interest rates,
    0:15:23 Blanche Flower would later say,
    0:15:26 was, quote, “not a comfortable place to be,
    0:15:28 they called me bunkers.”
    0:15:29 – And always you care about,
    0:15:31 have I made the right decision?
    0:15:35 I’m used to being in a world of incomplete information,
    0:15:36 where you have to make a decision.
    0:15:38 You’ve got to do something.
    0:15:41 – A year later, the Bank of England
    0:15:43 finally did cut interest rates.
    0:15:46 And in some circles, Danny Blanche Flower
    0:15:49 was praised for his early call.
    0:15:51 So you could say that Blanche Flower
    0:15:53 has a proactive disposition,
    0:15:57 which, in the case of interest rates, served him well.
    0:15:59 How about in the case of what he calls
    0:16:04 the huge global crisis caused by the smartphone?
    0:16:05 I’m sure you’ve read about the growing number
    0:16:08 of smartphone bans or other restrictions
    0:16:11 in schools and elsewhere.
    0:16:14 But some people think we shouldn’t rush to judgment.
    0:16:18 They argue that the research behind the smartphone panic
    0:16:19 isn’t very solid.
    0:16:22 After the break, we will hear from one such critic.
    0:16:25 – If you can’t properly diagnose the problem,
    0:16:26 you can’t possibly solve it.
    0:16:27 – I’m Stephen Dubner.
    0:16:29 This is Freakonomics Radio.
    0:16:30 We’ll be right back.
    0:16:33 (gentle music)
    0:16:39 (dramatic music)
    0:16:43 – The smartphone is a technology
    0:16:45 that has changed our society dramatically.
    0:16:49 And many people, including the economist Danny Blanche Flower
    0:16:52 and the psychologist Jean Twenge,
    0:16:54 argue that the smartphone is causing harm,
    0:16:56 especially to young people.
    0:16:57 This puts the smartphone in the company
    0:17:00 of earlier inventions like the telephone,
    0:17:03 the television, the bicycle, even electricity.
    0:17:05 – It’s really important to acknowledge
    0:17:07 that new things are scary.
    0:17:09 – That is Andrew Shibilsky,
    0:17:13 a professor of human behavior and technology at Oxford.
    0:17:15 – New things should cause anxiety.
    0:17:17 If someone or something turns up in your tribe,
    0:17:19 they try to feed you a novel food.
    0:17:21 They wanna take care of your kids.
    0:17:23 It makes a lot of sense for your first reaction
    0:17:25 to be aversion and to be skeptical.
    0:17:27 So it’s absolutely all right to be skeptical
    0:17:28 about new technologies.
    0:17:31 But what will often happen is that some people will come along
    0:17:34 and they’ll kind of give the panic its skeleton.
    0:17:37 There’s a class of person called a moral entrepreneur.
    0:17:39 What a moral entrepreneur will do
    0:17:43 is they’ll identify a at-risk group for a novel technology.
    0:17:44 And then you need a mechanism.
    0:17:47 You need a reason to say this time it’s different.
    0:17:49 Let’s say it’s Dungeons and Dragons
    0:17:51 and Teenagers and Satanism.
    0:17:55 Then you have a mechanism and that would be role-playing
    0:17:59 or the fact that it’s animated or that in radio serials,
    0:18:02 there’s actually somebody talking through a crime.
    0:18:04 And so when you combine those three things,
    0:18:06 moral entrepreneurship thrives.
    0:18:08 There’s congressional inquiries,
    0:18:09 Senate inquiries about comic books
    0:18:12 or Lieberman holds up a Nintendo blaster
    0:18:15 and everyone pats themselves on the back.
    0:18:16 – Shabilsky is talking about the time
    0:18:19 in the early 1990s when US Senator Joe Lieberman
    0:18:22 went on a crusade against violent video games.
    0:18:25 That may seem like a distant era.
    0:18:27 – People get older, they forget.
    0:18:29 New technology comes along
    0:18:33 and you have the person who is whipping up today’s panic
    0:18:35 recalling the good old days
    0:18:37 when people would play video games in their basement.
    0:18:39 – In one paper that you’ve co-authored,
    0:18:41 this is called global wellbeing and mental health
    0:18:42 in the internet age.
    0:18:45 The abstract reads, in the last two decades,
    0:18:47 the widespread adoption of internet technologies
    0:18:50 has inspired concern that they have negatively affected
    0:18:52 mental health and psychological wellbeing.
    0:18:56 However, research on the topic is contested and hampered
    0:18:58 by methodological shortcomings
    0:18:59 leaving the broader consequences
    0:19:02 of internet adoption unknown.
    0:19:04 We show that the past two decades
    0:19:07 have seen only small and inconsistent changes
    0:19:10 in global wellbeing and mental health
    0:19:11 that are not suggestive of the idea
    0:19:14 that the adoption of internet and mobile broadband
    0:19:18 is consistently linked to negative psychological outcomes.
    0:19:20 Anyone reading that who’s also been paying attention
    0:19:24 to the news would say, wait a minute, Andy,
    0:19:27 this is exactly backwards.
    0:19:29 This is the opposite of everything I’ve been told.
    0:19:33 So tell me why you think you’re right
    0:19:35 and what the argument that has gotten
    0:19:38 so much heat lately has gotten wrong.
    0:19:40 – I think the reason why your listeners
    0:19:43 would be confused and say, wait, why?
    0:19:44 Is a factor of two things.
    0:19:47 The first being, like me, they’re intensely skeptical
    0:19:49 about the role of technology in our lives
    0:19:51 and in our children’s lives.
    0:19:54 That’s natural and that needs to be listened to very closely.
    0:19:57 And then two, that academic paper that you just talked about,
    0:20:00 that wasn’t accompanied by a massive press campaign,
    0:20:02 two massive popular press book campaigns.
    0:20:06 And so it doesn’t get you in the opinion section of the times.
    0:20:08 And so I think that part of that double take
    0:20:10 is in part manufactured.
    0:20:12 But I think that actually we’re at a local maximum
    0:20:15 in terms of what many people call the tech lash
    0:20:17 or the backlash against technology.
    0:20:20 There was kind of a high watermark in the other direction
    0:20:23 in 2011 with Terrier Square and the Arab Spring.
    0:20:25 And then through this node-in period,
    0:20:26 through Cambridge Analytica,
    0:20:28 there was a fairly rapid swing
    0:20:31 that brings us all the way to the kind of scholarship
    0:20:32 that you were asking about.
    0:20:35 But to get to the why I think that we’re quote, unquote,
    0:20:38 right here is that the work that I do and others,
    0:20:40 it is work that is not as glamorous.
    0:20:43 And I would argue that there’s an inverse relationship
    0:20:45 between how well a study is done in this field
    0:20:49 and how shocking the results might seem
    0:20:51 when you cross your T’s and dot your I’s,
    0:20:54 when you share your code and you share your data,
    0:20:56 you don’t find the kinds of things
    0:20:57 that you or I would have
    0:21:00 as kind of a preexisting bias about tech.
    0:21:01 – Can you give me an example
    0:21:03 that a lay person could understand
    0:21:05 of the methodological shortcomings
    0:21:08 or failures of the research you’re talking about?
    0:21:11 – Phones, screen time, social media,
    0:21:13 these are all catch all categories.
    0:21:16 And so unless you’re epistemically humble
    0:21:19 about what you’re measuring and what you’re not measuring,
    0:21:22 it can be very tempting to claim
    0:21:27 that when a parent or a kid is filling out a questionnaire
    0:21:30 that asks, think back on the last year of your life,
    0:21:32 on average, how many hours a day do you spend
    0:21:36 with a computer, a smartphone, a game console,
    0:21:40 and a cell phone, and then call that screen time
    0:21:42 in the method section of your paper,
    0:21:45 and then call the title of your paper,
    0:21:49 “Social Media and Its Impact on Teenage Girls.”
    0:21:51 And then you also have the measurement problem,
    0:21:54 and this pains me very deeply as a psychologist,
    0:21:57 of what the heck is mental health or wellbeing,
    0:21:59 because saying you’re sad,
    0:22:01 or saying you’re satisfied with your life,
    0:22:03 is very, very different than turning up
    0:22:06 in a therapist’s office and being diagnosed
    0:22:09 as having major depressive disorder or anxiety disorder.
    0:22:11 And all of those little decisions
    0:22:13 of how you deal with measurement,
    0:22:16 those actually can be quite consequential
    0:22:18 if all of these arbitrary choices
    0:22:20 that are made by a research analyst,
    0:22:22 if they’re consistent with the researchers’
    0:22:25 preexisting biases or they’re consistent
    0:22:27 with the topic of their popular book,
    0:22:30 it’s a bit of a red flag or at least a yellow flag.
    0:22:32 When you think of everyday behaviors
    0:22:35 as being potentially pathological or potentially addictive,
    0:22:40 it’s a fairly slippery slope to pathologize everything.
    0:22:43 I mean, video gaming is as damaging to mental health
    0:22:45 as beds are to mental health.
    0:22:48 You could create a disorder called bed addiction disorder,
    0:22:52 where people have low affect and low mobility
    0:22:54 and get bed sores.
    0:22:56 And you could try to regulate the sale of beds
    0:22:59 and haul bed companies in front of Congress.
    0:23:00 A lot of the evidence you’d have
    0:23:02 that something’s bad for you.
    0:23:03 It’s not built on a basis of chemistry
    0:23:06 or biochemistry or biology.
    0:23:08 – You’ve made a similar argument in the past
    0:23:12 saying that the effects of digital technology on teenagers
    0:23:15 are about as big as the effects of eating potatoes.
    0:23:18 – Well, yeah, social scientists will often try to draw
    0:23:21 inferences about the population level effects
    0:23:24 or associations that might link any given activity
    0:23:25 to a health outcome.
    0:23:28 And the problem with that is that if you
    0:23:30 aren’t crossing your T’s and dotting your I’s,
    0:23:33 you can interpret the noise in a data set
    0:23:35 in a way that’s consistent with your preexisting
    0:23:36 beliefs or biases.
    0:23:38 And that’s what happens with technology.
    0:23:40 We were trying to make a very simple point,
    0:23:42 which is that if you don’t have your hypotheses
    0:23:44 before you look at your data,
    0:23:47 you can be led astray by very small effects,
    0:23:50 whether it’s left-handedness, wearing glasses,
    0:23:52 enjoying bicycling.
    0:23:55 These are all things that have the same quote-unquote effect,
    0:23:58 which is really just a correlation in a large data set.
    0:24:00 – I think one interesting thing about this topic,
    0:24:03 which is why it’s got so many people riled up,
    0:24:05 is that this is a technology
    0:24:08 that just about everybody has experience with.
    0:24:10 So they can sort of fill in the blank
    0:24:12 for the causal mechanisms, right?
    0:24:16 They can say, oh, I’ve had the experience on my phone
    0:24:19 where rather than going to that event tonight
    0:24:20 at my place of worship,
    0:24:23 or rather than going to play soccer with my friends,
    0:24:27 I get caught up in my silo of anxiety and depression
    0:24:28 on the phone.
    0:24:32 And this lets people layer their own experiences
    0:24:34 onto the moral panic argument.
    0:24:37 But aren’t personal experiences in general
    0:24:41 a good starting point for a lot of social science research?
    0:24:43 – I think that they’re a really important starting point,
    0:24:46 but I think they’re a highly invalid ending point,
    0:24:49 and they shouldn’t be where people’s thinking stops.
    0:24:50 It’s very easy to think
    0:24:53 that there’s a digital world and an analog world,
    0:24:55 and these worlds don’t connect.
    0:24:58 But the problem isn’t necessarily that one is good or bad.
    0:25:01 The problem is that we’re putting this wedge between them.
    0:25:02 And when we put that wedge between them,
    0:25:05 what we do is we cut ourselves off from
    0:25:07 being able to investigate really interesting questions
    0:25:09 about actually what is happening to someone
    0:25:11 if they’re depressed and they’re using social media.
    0:25:14 There’s a gigantic difference between feeling unhappy
    0:25:16 with how you spent your evening
    0:25:18 and suffering from agoraphobia,
    0:25:20 having major depressive disorder,
    0:25:22 or some form of crippling social anxiety.
    0:25:24 I’m sure you know people who have suffered,
    0:25:26 and many people who are listening,
    0:25:29 know people who suffered with opioid addiction
    0:25:30 or depression or anxiety.
    0:25:32 And claiming that the thing that happens
    0:25:35 when you play a video game is like what happens
    0:25:37 when you can’t stop taking opioids,
    0:25:40 or saying, I don’t feel like going outside,
    0:25:43 I have had a bad Twitter argument, I feel so anxious.
    0:25:46 Saying that’s the same thing as crippling agoraphobia,
    0:25:48 where people won’t leave their home for years.
    0:25:50 Frankly, that’s insulting,
    0:25:53 because there’s no reason to think that’s the same mechanism.
    0:25:59 – Over the last seven or eight years,
    0:26:02 I have struggled with what I am quite comfortable
    0:26:05 calling an internet addiction.
    0:26:07 – That is Lauren Euler,
    0:26:10 a novelist and cultural critic in her early 30s.
    0:26:14 She grew up in West Virginia and now lives in Berlin.
    0:26:17 Euler has spent a lot of time thinking and writing
    0:26:19 about life online and off.
    0:26:22 – I have met great friends on social media,
    0:26:23 I’ve gotten boyfriends on social media,
    0:26:26 but at the same time, I do strongly feel
    0:26:28 that it can produce an actual addiction,
    0:26:30 like a straightforward addiction, like a drug addiction.
    0:26:33 And I know that because since I divested
    0:26:35 from social media, I’ve picked up smoking
    0:26:38 and it’s the same sort of thought process
    0:26:41 about like compulsively wanting to either look at Twitter
    0:26:43 or like smoke a cigarette.
    0:26:45 Like you train yourself to think,
    0:26:46 something could be happening on my phone.
    0:26:47 Someone could have written me,
    0:26:50 some news could have broken and I need to see it.
    0:26:52 – Euler recently published a collection of essays
    0:26:54 called “No Judgment”.
    0:26:57 One of the pieces is titled “My Anxiety”.
    0:26:59 – I think anxiety does create a barrier
    0:27:02 around actually doing things that you’re sitting
    0:27:04 and worrying about and sitting and looking at your phone
    0:27:09 is just kind of externalizing this worrying feeling, right?
    0:27:11 Like your phone is doing the worrying for you
    0:27:14 because it has this short attention span.
    0:27:15 My thoughts are like bouncing around
    0:27:16 and I might be thinking about taxes
    0:27:17 and then I’m thinking about some guy
    0:27:19 and then I’m thinking about my late article
    0:27:21 that I need to turn in and I’m thinking about,
    0:27:22 I embarrass myself at a party
    0:27:25 and all this happens in the span of two minutes,
    0:27:27 which if you’ve been on social media,
    0:27:29 that is exactly what it’s like, right?
    0:27:32 – So Lauren Euler does see a deep connection
    0:27:33 between her smartphone
    0:27:35 and what researchers like Danny Blanchflower
    0:27:37 call mental ill-being.
    0:27:42 But again, is the one necessarily causing the other?
    0:27:44 – I get anxious that I’ll become depressed
    0:27:46 and depressed that I’m so anxious.
    0:27:49 And if the phone is a kind of conduit for feeling
    0:27:52 or if it’s an extension of your brain,
    0:27:54 then of course like the things on your phone
    0:27:55 might make you depressed
    0:27:57 just as they might make you anxious.
    0:28:00 So I think on one hand, of course it’s causal
    0:28:03 but I do think it’s sort of self-defeating
    0:28:07 and short-sighted to suggest that the phone
    0:28:12 is the only cause of this mental health crisis
    0:28:14 among teenagers or among anyone.
    0:28:17 Because that’s just not how the world works.
    0:28:19 That’s how op-eds work.
    0:28:20 Like people who are desperate
    0:28:22 for one weird trick to save your life,
    0:28:23 it’s like I just needed to throw my phone in the river
    0:28:25 and then everything would end up fine.
    0:28:27 It’s just not how the world works.
    0:28:32 – Okay, so if there is rising anxiety among young people
    0:28:37 and if throwing your phone in the river isn’t a solution,
    0:28:38 what is?
    0:28:40 That’s coming up after the break.
    0:28:43 I’m Steven Dubner and this is Freakonomics Radio.
    0:28:52 Andy Shibilsky at Oxford
    0:28:57 argues that the panic over smartphones is overblown.
    0:29:01 But that doesn’t mean he thinks everything is fine.
    0:29:04 In the U.S., there are some really worrying trend lines
    0:29:06 for people across the population.
    0:29:08 And with the most worrying trends,
    0:29:11 things like self-harm and death by suicide,
    0:29:16 I would be much more worried as a middle-aged man
    0:29:18 in Appalachia with access to a gun
    0:29:21 and with access to West Virginia’s social safety nut
    0:29:25 than I would be as a white teenage girl anywhere in the U.S.
    0:29:27 And so I would say that there probably
    0:29:29 is something broken in America.
    0:29:31 Here’s something I also wonder about.
    0:29:35 There is so much more awareness around mental health now
    0:29:37 than there was 20, 30 years ago
    0:29:39 and so much less stigma.
    0:29:41 Some people have argued that at least.
    0:29:44 Do you think that that acceptance might be showing up
    0:29:47 in the data as more young people today saying,
    0:29:50 yes, I’ve experienced mental health problems
    0:29:51 than they used to?
    0:29:53 – There’s a concept called measurement variance.
    0:29:56 This is the basic idea that if I asked you
    0:29:58 how I’m feeling today and then I compare
    0:30:01 how I’m feeling today to how I said I felt 10 years ago,
    0:30:02 the way that people answer that question
    0:30:04 actually changes over time.
    0:30:07 And so there’s a bit of that, absolutely.
    0:30:09 And then the way that we actually track
    0:30:10 things like mental health problems
    0:30:12 in the U.S. in particular,
    0:30:14 it’s very, very susceptible to change
    0:30:18 as a function of changes in insurance
    0:30:21 and changes in way that diseases can be classified.
    0:30:25 – On this note, Shabilsky points to a study
    0:30:27 by two health economists,
    0:30:30 Adriana Cortador Waldron and Janet Curry.
    0:30:31 Their paper is called,
    0:30:34 to what extent are trends in teen mental health
    0:30:37 driven by changes in reporting?
    0:30:39 – It’s a study of clinical intakes
    0:30:43 of young women in New Jersey across the last 10 years.
    0:30:45 There’s a series of spikes and hospital admissions
    0:30:47 for different types of serious disorders
    0:30:49 when a young person shows up in crisis.
    0:30:52 And one way that you could have interpreted the data
    0:30:54 is to say that there is a mental health epidemic
    0:30:56 in New Jersey for teenage girls in particular,
    0:30:59 but the researchers went back and looked at changes
    0:31:02 to the best practices for clinical intake.
    0:31:05 And the peaks occurred in response to two changes.
    0:31:09 The first is a special awareness campaign for clinicians,
    0:31:11 for focusing on young women
    0:31:13 as a target area for intervention.
    0:31:15 And then the second was allowing there
    0:31:18 to be a second reason for clinical intake.
    0:31:19 So it used to be when you came in,
    0:31:23 you would just say the person is schizotypal or depressed,
    0:31:26 but then you could say schizotypal and depressed.
    0:31:29 And so when that change went through, the amounts went up.
    0:31:30 But, and here’s the rub,
    0:31:35 it only went up for young people who were on insurance
    0:31:38 because it created a new billable category.
    0:31:40 It didn’t go up for those who didn’t.
    0:31:42 So I would say when you’re a hammer,
    0:31:44 the problems of the world are nails.
    0:31:47 I think it’s very tempting to think that the atomization
    0:31:50 of certain Western cultures is a result of technology
    0:31:53 and not other things like a decline in religiosity
    0:31:55 or these other kinds of things.
    0:31:57 There aren’t gonna be quick fix solutions.
    0:31:58 – Like throw away your phones.
    0:32:01 – Throwing away your phones or putting them a locker.
    0:32:03 What you’re going to have to do
    0:32:05 is actually rebuild communities.
    0:32:08 You’re gonna have to hire psychotherapists.
    0:32:11 You’re gonna have to build civil and economic infrastructure
    0:32:12 to support those in your society
    0:32:14 who are falling through the cracks.
    0:32:16 – What if I say to you, I agree with you
    0:32:19 and that sounds smart and sane,
    0:32:22 but it also is going to take a long time
    0:32:24 and a lot of money, a lot of resources.
    0:32:27 And in the meantime, I believe there are millions,
    0:32:28 maybe billions of people suffering
    0:32:30 and so I wanna do something quick and dirty.
    0:32:32 What would you say to that?
    0:32:34 – Law of unintended consequences.
    0:32:37 I would say that if you can’t properly diagnose the problem,
    0:32:39 you can’t possibly solve it.
    0:32:42 I would say that if you take this topic seriously,
    0:32:45 you would take slow and incremental steps
    0:32:48 to ascertain exactly what problem you’re trying to solve.
    0:32:51 And so yeah, I would say that you should not waste energy
    0:32:52 on patting yourself on the back.
    0:32:55 – What if I ask you to make an argument
    0:32:58 for the benefits of digital tech that are overlooked
    0:33:02 in the rush to proclaim all of digital technology
    0:33:03 damaging to young people especially?
    0:33:06 – One of the things that I think everyone can agree
    0:33:08 is really worrying is content online
    0:33:11 around self-harm or anorexia.
    0:33:15 And it might seem like a very obvious thing
    0:33:18 that platforms should be doing absolutely all they can do
    0:33:22 to take down this content and to scuttle these communities
    0:33:25 and make sure that it’s not on any of the big platforms.
    0:33:27 That might seem like common sense.
    0:33:30 That might feel like the right thing to do.
    0:33:33 But you can wind up causing so much more harm than good.
    0:33:35 If you don’t pay attention to actually how people
    0:33:39 who struggle with these disorders use social media platforms,
    0:33:41 there are really good support groups
    0:33:45 for things like self-harm, suicidal thoughts,
    0:33:47 and things like anorexia and bulimia.
    0:33:48 One of the things that social media platforms
    0:33:51 can be really good for is connecting communities
    0:33:53 in a positive way that self-moderates
    0:33:56 and they provide resources for people in crisis.
    0:34:00 And what happens if you think that it’s the responsibility
    0:34:02 of these companies to just crush it
    0:34:04 so that it’s not there anymore?
    0:34:05 Two things will always happen
    0:34:07 and they’re both very worrying.
    0:34:09 The first is people who are already struggling,
    0:34:12 they will begin to stop disclosing.
    0:34:13 They’ll button themselves up.
    0:34:16 They won’t reach out and they’ll lose access
    0:34:18 to the online social environments
    0:34:20 that have been supported for them.
    0:34:22 And then the second thing is the community moves
    0:34:24 to other parts of the internet
    0:34:27 that are more poorly moderated and are far less safe.
    0:34:29 And so you wind up in a telegram group
    0:34:31 where there’s no accountability
    0:34:34 instead of being in a Facebook or Instagram group.
    0:34:36 And so I think thinking about tools
    0:34:38 to meet young people where they are
    0:34:39 is a much smarter idea
    0:34:42 than just burning everything down and salting the earth.
    0:34:47 – As you just heard, Andy Shibilsky is more positive
    0:34:49 toward the big social platforms
    0:34:51 than many people in this arena.
    0:34:54 In fact, he recently announced a research collaboration
    0:34:58 with the Facebook and Instagram parent company, Meta.
    0:35:00 – We’re going to solicit proposals
    0:35:01 from researchers all around the globe.
    0:35:03 They can get data on young people
    0:35:05 in 40 different countries
    0:35:06 and combine that with information
    0:35:09 about their mental health and their wellbeing.
    0:35:12 But at no point will they have a direct relationship
    0:35:14 in terms of the selection of their projects
    0:35:16 or the decision for the projects to go forward
    0:35:18 with the researchers at Meta.
    0:35:20 We’ve put in a series of firewalls
    0:35:23 between the data scientists at Meta
    0:35:25 and researchers who would be very interested
    0:35:28 in investigating the idea that Instagram
    0:35:31 relates to the mental health and the wellbeing of teenagers.
    0:35:34 Myself and my co-editors will be selecting projects
    0:35:37 on the basis of their scientific merit
    0:35:39 and their proposals will be peer reviewed
    0:35:41 in advance of data collection
    0:35:43 by researchers who are specialists
    0:35:44 in topics like mental health,
    0:35:47 topics like online engagement,
    0:35:50 but also generalists who have a sense
    0:35:52 of what is good methodology.
    0:35:55 And only when that peer review process finishes,
    0:35:57 the data request goes directly to Meta.
    0:36:00 The idea here is you have these firewalls in place.
    0:36:04 You don’t have big tech negatively affecting the process
    0:36:05 and you don’t have researchers
    0:36:07 potentially moving the goalposts
    0:36:10 because they think they’ve found something interesting
    0:36:12 after having a rummage through the data.
    0:36:15 – It might surprise you
    0:36:17 that the rigorous analysis Shabilsky is talking about
    0:36:20 hasn’t already been done on Instagram and Facebook
    0:36:22 and other social media platforms,
    0:36:27 but it’s worth remembering how new this ecosystem is.
    0:36:30 Here again is the writer Lauren Euler.
    0:36:33 – The social media era has been really short, right?
    0:36:35 Like when was MySpace founded?
    0:36:38 When was Facebook founded in the early 2000s, right?
    0:36:39 That’s not very long.
    0:36:41 And already Facebook, nobody uses that.
    0:36:43 They had to buy Instagram and WhatsApp
    0:36:44 and we’re gonna say relevant.
    0:36:47 And Instagram is actually quite young, right?
    0:36:49 I think it’s like 20, what?
    0:36:51 2010, yeah, that’s really young.
    0:36:54 So I look forward to a day when Instagram doesn’t exist,
    0:36:57 but I’m sure everything will take its place.
    0:36:58 – I’m guessing Euler is right,
    0:37:01 that the platforms will change
    0:37:04 and the way we interact with our phones will change.
    0:37:07 Some people, like Andy Shabilsky,
    0:37:10 believe that if you can’t properly diagnose the problem,
    0:37:12 you can’t possibly solve it
    0:37:16 and therefore to rush into a hard anti-phone position
    0:37:18 isn’t the right move.
    0:37:22 Other people, like Danny Blanchflower,
    0:37:23 say that we can’t afford to wait
    0:37:26 because if the rise in anxiety and unhappiness
    0:37:30 among young people is as significant as he thinks,
    0:37:33 the consequences will be significant too,
    0:37:34 especially the kind of consequences
    0:37:37 that economists like to consider.
    0:37:40 – I worry about what will happen to these young people
    0:37:41 as they come to the labor market.
    0:37:44 And then later on, we’re gonna worry about their mortality
    0:37:45 and we’re gonna worry about their ability
    0:37:48 to generate savings and investment
    0:37:51 and buy a house and buy themselves a retirement package.
    0:37:55 So down the road, these are issues that we care about.
    0:37:57 – You are never going to run out of problems
    0:37:58 to address, are you?
    0:38:00 – In a way, that’s what I’ve tried to do.
    0:38:02 Think about how we address the problems
    0:38:04 and try and find solutions.
    0:38:05 I don’t know what works.
    0:38:07 I’ve been asked that question, we go,
    0:38:09 “We don’t know, but we’re gonna try and find out for you.”
    0:38:10 That’s what we do.
    0:38:14 Do me a favor, when you find something, call me
    0:38:16 and we’ll talk about it again, okay?
    0:38:18 – Love to, love to.
    0:38:22 – Thanks to Danny Blanchflower, Andy Shibilski
    0:38:25 and Lauren Euler for their insights today.
    0:38:27 And I’m curious to know what you think.
    0:38:31 Our email is radio@freakonomics.com.
    0:38:33 Coming up next time on the show,
    0:38:37 do you ever watch an NFL game and wonder why
    0:38:39 when so many of the players are black,
    0:38:42 so many of the coaches are white?
    0:38:44 The NFL itself wondered that,
    0:38:47 and two decades ago, they put in a rule to help.
    0:38:49 – The Rooney Rule is really about making sure
    0:38:51 that you have a diverse slate
    0:38:54 when you’re selecting and hiring people.
    0:38:55 – Did it help?
    0:38:57 We tell the history of the Rooney Rule
    0:39:00 with the help of an actual Rooney.
    0:39:02 – You know, if he was in the Senate,
    0:39:04 we’d call him Majority Whip.
    0:39:06 – We look at the successes and failures,
    0:39:08 the lawsuits and the sham interviews,
    0:39:12 and we ask how the Rooney Rule works outside of football.
    0:39:13 That’s next time on the show.
    0:39:15 Until then, take care of yourself.
    0:39:18 And if you can, someone else too.
    0:39:21 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    0:39:24 You can find our entire archive on any podcast app
    0:39:26 also at freakonomics.com
    0:39:29 where we publish transcripts and show notes.
    0:39:31 This episode was produced by Teo Jacobs.
    0:39:34 Our staff also includes Alina Coleman, Augusta Chapman,
    0:39:38 Delvin Appalachie, Eleanor Osborn, Ellen Frankman,
    0:39:40 Elsa Hernandez, Gabriel Roth, Greg Rippin,
    0:39:43 Jasmine Klinger, Jeremy Johnston, John Schnarrers,
    0:39:45 Julie Canfer, Lyork Bowditch, Morgan Levy,
    0:39:48 Neil Coruth, Rebecca Lee Douglas, Sarah Lilly,
    0:39:49 and Zach Lipinski.
    0:39:52 Our theme song is “Mr. Fortune” by the Hitchhikers.
    0:39:55 Our composer is Luis Guerra.
    0:39:57 As always, thanks for listening.
    0:40:01 – I’m Dr. Andy Shibilski.
    0:40:04 I’m the University of Oxford’s professor of,
    0:40:06 oh my God, what am I the professor of?
    0:40:08 – Human behavior and technology?
    0:40:10 – Yeah, exactly, but I was so hung up
    0:40:12 on if I’m Andy or Andrew.
    0:40:18 – The Freakonomics Radio Network.
    0:40:20 The hidden side of everything.
    0:40:24 Stitcher.
    0:40:27 (gentle music)
    0:40:29 you

    Young people have been reporting a sharp rise in anxiety and depression. This maps neatly onto the global rise of the smartphone. Some researchers are convinced that one is causing the other. But how strong is the evidence?

     

     

     

  • 601. Multitasking Doesn’t Work. So Why Do We Keep Trying?

    AI transcript
    0:00:05 Hey there, it’s Stephen Dubner with an announcement.
    0:00:09 On Thursday evening, September 26th, I will be doing a live show in New York City with
    0:00:12 my friend PJ Vogt from the podcast Search Engine.
    0:00:17 The event is called A Questionable Evening, a Strategic Interrogation from Two People
    0:00:19 Who Asked Questions for a Living.
    0:00:25 So come see us Thursday, September 26th at the Bell House in Brooklyn.
    0:00:29 Here’s open 6.30, show at 7.00, you have to be 21 to attend.
    0:00:36 Tickets available at thebellhouseny.com or eventbrite.com, you can also find the link
    0:00:37 in our show notes.
    0:00:38 Hope to see you there.
    0:00:44 And now, today’s episode.
    0:00:45 I have a question.
    0:00:48 What are you doing right now?
    0:00:49 That’s easy.
    0:00:52 You are listening to this podcast.
    0:00:55 At least you’re partially listening.
    0:00:58 If you’re like most people, you’re probably doing something else at the same time, walking
    0:01:04 your dog maybe, doing some housework or desk work, or maybe coding, could be running a
    0:01:06 table saw.
    0:01:12 We all know what this is called, multitasking, a name taken from the early computing era and
    0:01:14 now applied to humans.
    0:01:17 It is almost a philosophy.
    0:01:22 This is who we are and this is what we do, but there are some other things to be said
    0:01:26 about multitasking, things that are not widely known.
    0:01:31 It’s known within academic circles, but I guess we have failed to bring it out into
    0:01:33 the general public.
    0:01:38 And so on today’s episode of Freakonomics Radio, which you were kind of listening to,
    0:01:41 we will tell you what the academics have failed to tell you.
    0:01:44 There is some surprising science on multitasking.
    0:01:48 It tells us something about the basic architecture of our brains.
    0:01:53 Most important, we’ll hear whether multitasking works and we’ll hear from someone who opposes
    0:01:57 multitasking and yet helps sell a product that promotes it.
    0:02:01 Yeah, I think it’s a reasonable paradox to present.
    0:02:02 Welcome back, everybody.
    0:02:04 Hope you had a good summer.
    0:02:05 I’m happy to be back.
    0:02:07 The new season commences now.
    0:02:25 This is Freakonomics Radio, the podcast that explores the hidden side of everything with
    0:02:37 your host, Stephen Dubner.
    0:02:42 Olivia Grace is a well-educated, well-established professional, born in southeast England and
    0:02:44 now living in San Francisco.
    0:02:49 When she was in her 20s trying to decide on a career, she took a series of tests to become
    0:02:51 an air traffic controller.
    0:02:54 Effectively, what you’re doing is you’re sat at a computer and they’re like, “Hey,
    0:02:57 the main screen is going to show you simple math,” and they made it clear that there’s
    0:03:00 going to be multiple tasks, and so they’re not just judging you on the speed at which
    0:03:01 you do simple math.
    0:03:05 They’re judging you on the speed and accuracy with which you do simple math, whilst also
    0:03:08 judging you on the speed and accuracy with which you do other tasks.
    0:03:10 You start at 2 plus 2 is 4, 3 times 3 is 9.
    0:03:11 Yeah, I’m doing it.
    0:03:12 It’s going great.
    0:03:15 Then they’re like, “Okay, every time this light is red, push the other button.”
    0:03:17 You’re like, “Okay, 2 plus 2 is 4, light is red, push the button.”
    0:03:20 2 plus 2 is 4, light is red, push the button.
    0:03:23 Then they’re like, “Okay, the last one, and this is the most important one, is there’s
    0:03:28 a third area of the screen where two dots are going to fly across a square.”
    0:03:29 Imagine Pong, but without the paddles.
    0:03:34 Or imagine being an air traffic controller and you’re looking for planes on your screen.
    0:03:39 The two dots are effectively planes, and if they are going to collide, push the button.
    0:03:42 If they are not going to collide, do not push the button.
    0:03:46 If you get it wrong and they do collide, very bad, very bad.
    0:03:49 Looking back on the experience, would you say that they were essentially testing for
    0:03:51 the ability to multitask?
    0:03:58 I would say that they were essentially testing for the ability to prioritize rather than
    0:03:59 the ability to multitask.
    0:04:02 That seems to be the conventional wisdom right now, at least, is saying that actually you’re
    0:04:04 doing things in sequence.
    0:04:09 The piece that was really crux was, in that earlier example, don’t let the two dots touch.
    0:04:13 If the math isn’t quite perfect or you’d miss a red light, that’s less important,
    0:04:15 but don’t let those dots touch.
    0:04:17 I know there were several rounds of this testing.
    0:04:20 I gather you did not get cut in the first round.
    0:04:22 I did not get cut in round one.
    0:04:23 Congratulations.
    0:04:24 Thank you.
    0:04:25 I was proud of myself at the time.
    0:04:27 And yet, you’re not an air traffic controller today, so…
    0:04:30 No, my air traffic control career was cut short in round three.
    0:04:36 Olivia Grace did go on to other jobs.
    0:04:37 Yeah, absolutely.
    0:04:42 I went air show organization, video game influencer, commercial value ad asset management, World
    0:04:47 of Warcraft, podcaster, straight through that into World of Warcraft video podcasting, gaming
    0:04:51 journalism, and then, of course, just like everyone else, product management.
    0:04:54 I went to a game company called Blizzard that makes video games, and I went to a company
    0:04:56 called Twitch that is live streaming.
    0:04:59 I went and hung out at Instagram for a while, and now I’m here.
    0:05:03 We’ll tell you later where Olivia Grace works today.
    0:05:05 It is relevant to our story.
    0:05:09 But let’s first examine something important, she said.
    0:05:13 That the air traffic controller test wasn’t really about multitasking, about doing two
    0:05:16 or three things simultaneously.
    0:05:17 Remember what she said.
    0:05:21 The conventional wisdom, right now at least, is that you’re actually doing things in
    0:05:22 sequence.
    0:05:28 Now, Grace is not a scientist or a multitasking scholar, but we found someone who is.
    0:05:33 And according to him, Olivia Grace was exactly right.
    0:05:37 For most of us, what we’re really doing is switching our attention between task one and
    0:05:40 task two and task one and task two.
    0:05:44 When you’re doing task one, you’re not paying attention to task two, and there’s a switch
    0:05:49 cost involved in switching the mental architecture from one task to the next.
    0:05:51 That is David Strayer.
    0:05:56 I’m a professor in the psychology department in the University of Utah.
    0:06:01 And how would you describe your research interests or particular focus?
    0:06:05 My research is really focused on various aspects of attention, selectively processing some
    0:06:12 of the environment, attention in multitasking, attention in real-world contexts like driving,
    0:06:15 aviation, and so forth.
    0:06:17 We have spoken with David Strayer before.
    0:06:24 Episode 548, it’s called Why is the U.S. So Good at Killing Pedestrians?
    0:06:30 The four things that are killing people are speeding, alcohol and intoxication, fatigue
    0:06:31 and distraction.
    0:06:36 Distraction has been prevalent for a long time, but increasing quite rapidly, and we
    0:06:40 think that that’s one of the major reasons for the increase in the number of roadway
    0:06:41 fatalities.
    0:06:45 Strayer knows much of what he knows because of the experiments he runs at his Applied
    0:06:48 Cognition Laboratory in Salt Lake City.
    0:06:54 Often, he measures how people perform one task once they’re given a second task.
    0:06:59 We think about multitasking as trying to do two separate cognitively-based tasks at the
    0:07:00 same time.
    0:07:06 A classic example, one that just about everybody attempts to do is drive a car and talk on
    0:07:07 a cell phone.
    0:07:12 We don’t do that well, and more and more people have these gadgets in the car they bring
    0:07:18 with them, or the car itself becomes a platform for multitasking, and we don’t do it well.
    0:07:23 So it’s probably a big source for the injuries and fatalities and crashes on the road.
    0:07:29 Now it would seem obvious, at least to me, maybe I’m wrong, that not all multitasking
    0:07:34 is either difficult and certainly not as dangerous as driving in a car and trying to do something
    0:07:37 else that’s cognitively in or physically demanding.
    0:07:44 Can you give me some examples of what you see as benign or, in fact, productive multitasking?
    0:07:48 I would actually just say that even the simplest things like walking and talking, what you’d
    0:07:52 think would be pretty automatic, turn out to be tasks that compete.
    0:07:57 So if you’re walking without talking, as soon as you start talking, you’ll see that
    0:08:01 the pace of your walk changes, and you may be more likely to trip.
    0:08:08 Anything that is depending on attention to be able to process the world is susceptible
    0:08:11 to dual-task interference or problems associated with multitasking.
    0:08:17 A simple example we give is saying the letters of the alphabet, A, B, C, D, E, or counting,
    0:08:18 one, two, three, four, five.
    0:08:24 Those are easy, but if you try and combine them and do something like A1, B2, C3, D4,
    0:08:27 you’ll quickly find that that becomes difficult.
    0:08:28 You start to forget where you are.
    0:08:33 And those are two super well-learned tasks that you can do by themselves, but when you
    0:08:38 try and mix them together, you get all jumbled as soon as you start to multitask, performance
    0:08:40 on both of the tasks start to degrade.
    0:08:46 Now, how much of that is a function of attempting to multitask versus the fact that we learn
    0:08:50 habits and patterns and memorize things that become rote that we don’t need to engage our
    0:08:51 cognitive process at all?
    0:08:54 You can become automatic at certain aspects of performance.
    0:08:59 When your performance is habitual or automatic, it is less dependent on attention.
    0:09:03 So a lot of things kind of just happen without consciously thinking about them.
    0:09:10 But new things, new activities, or new environments demand you to pay attention to allocate the
    0:09:14 prefrontal cortex to process some of that information that’s new and novel.
    0:09:18 That’s the real problem is that if you’re always in a situation where everything’s exactly
    0:09:23 routine, you’re not stressing the parts of the brain that are responsible for multitasking.
    0:09:28 But as soon as you have some novel activity like talking, like driving a car, riding a
    0:09:31 bicycle, you have to pay attention to what you’re doing.
    0:09:34 You have to engage the prefrontal executive attentional networks.
    0:09:42 Do you know anything or think much about multitasking and multitasking failures in other high stakes
    0:09:48 settings beyond driving, whether it’s military decisions or political decisions, business
    0:09:49 decisions?
    0:09:52 So we’ve looked in the medical domain, medical human factors.
    0:09:56 You can see it in terms of, say, delivery of medicine at a pharmacy.
    0:10:01 If the pharmacist is constantly being interrupted with calls, they’re going to fill the prescription
    0:10:02 incorrectly.
    0:10:07 If an anesthesiologist or a surgeon is distracted by the technology in the operating room, that
    0:10:08 can create a problem.
    0:10:11 In the operating room, it’s not just the phone, although that’s sometimes present.
    0:10:16 But you have all the displays and technology, each one of those is creating alarms that
    0:10:23 creates this whirl of noise and alerts and distractions that compete for the anesthesiologist
    0:10:24 and the surgeon’s attention.
    0:10:30 So I’ve been reading about how the modern worker, let’s say, in the U.S., they could
    0:10:34 be in marketing, they could be at a nonprofit, could be in finance, whatever, that if you’re
    0:10:39 working with a computer, which describes many, many, many of us now, obviously, that one
    0:10:46 big change in the last 15 or 20 years is how many pieces of software and how many platforms
    0:10:49 are, I don’t want to say fighting for your attention necessarily, it sounds a little
    0:10:53 more pejorative than I mean it to be, but how in the course of your workday, you need
    0:10:56 to switch and switch and switch and switch.
    0:11:01 We all may have multiple pieces of communication software, multiple pieces of productivity software
    0:11:02 and so on.
    0:11:09 Can you talk about that what seems to be a relatively low stakes environment, the workplace
    0:11:15 in a marketing firm or whatever, but how our attention is being carved up during the course
    0:11:16 of the day?
    0:11:20 I mean, the research shows that you have a loss of productivity when you’re trying to
    0:11:23 multitask, just the opposite of what you think.
    0:11:26 So you may think, if I’m multitasking, I’m getting a lot more things done, but what happens
    0:11:32 is a big chunk of our day is lost as we’re switching from one task to the other to the
    0:11:33 other.
    0:11:37 What they find is that the best way to be productive in the office is to try and focus
    0:11:42 on one task at a time, focus on just sending that memo out, writing that email, doing
    0:11:47 whatever that operation is for a short period of time, then take a break and then come back
    0:11:48 to it.
    0:11:51 Don’t try and juggle back and forth because you’ll get confused, you’ll get lost, you’ll
    0:11:55 be this where was I kind of switch cost.
    0:12:00 I was pleased to learn from David Strayer that most of us are really not capable of
    0:12:01 multitasking.
    0:12:05 I’ve been thinking about this topic for a while now, although I wouldn’t call myself
    0:12:07 a neutral observer.
    0:12:12 I have come to believe that most of us are being asked to pay more and more attention
    0:12:19 to a variety of alerts and notifications of the digital and analog varieties and that
    0:12:26 we try to satisfy this demand but usually fail, but then we pretend that our failure
    0:12:31 is still some kind of victory because we’re getting two things done at once because we
    0:12:35 are allegedly being more productive.
    0:12:39 As for me, I have come to see things a bit differently.
    0:12:45 I have come to believe that attention is a scarce and valuable resource and that distraction
    0:12:51 is common and cheap and distraction, therefore, usually wins out.
    0:12:56 For anyone who even occasionally tries to do what is called deep work, you will know
    0:12:58 what I’m talking about.
    0:13:03 The work might be coding or crafting something, reading or writing something, thinking through
    0:13:05 a big problem.
    0:13:09 There are approximately one billion podcasts and books that tell you how to create the
    0:13:12 environment to do deep work.
    0:13:16 Not alone tells us how distracting many of our environments have become.
    0:13:19 This is hardly a new problem.
    0:13:24 I love the story of the philosopher Arthur Schopenhauer living in 19th century Germany
    0:13:29 and complaining about the noisy horse traffic on the streets outside his window.
    0:13:36 This distraction, he wrote, paralyzes the brain and murders thought.
    0:13:43 It could be that I am someone who gets distracted too easily.
    0:13:48 I am the kind of person who disables as many notifications as possible from as many pieces
    0:13:51 of software and hardware as I can.
    0:13:55 I also decline digital calendar invitations because I don’t find them at all inviting.
    0:13:58 I find that they harass you into compliance.
    0:14:02 Also, when I’ve met someone and they’re giving me their email address or phone number to
    0:14:07 type into my phone and they keep talking while I’m trying to do that, I have to say, “Hey,
    0:14:12 give me a minute, I really can’t type and listen to you at the same time.”
    0:14:14 So yeah, that’s me.
    0:14:18 Is multitasking as hard for others as it is for me?
    0:14:23 Does it feel as costly to others as it does for me?
    0:14:25 That’s what I wanted to find out.
    0:14:29 As I mentioned at the beginning of this episode, the word multitasking originated with computers,
    0:14:33 but I’ve also read that even computers don’t actually multitask.
    0:14:39 They’re operating systems direct programs to toggle between tasks but at such fast speeds
    0:14:42 that we think they’re happening simultaneously.
    0:14:48 And now that so many of us are trying to act like computers, I thought it made sense to
    0:14:50 talk to someone who knows about that.
    0:14:52 My name is Gloria Mark.
    0:14:56 I’m a professor at University of California Irvine.
    0:15:00 I study human computer interaction.
    0:15:02 Mark trained as a psychologist.
    0:15:08 My interest is primarily in attention and cognition.
    0:15:13 What happens when a person is interacting with a computer?
    0:15:17 How does it affect their ability to focus?
    0:15:18 When are they distracted?
    0:15:20 Why are they distracted?
    0:15:25 She started doing this research back in the early 2000s with a research assistant and
    0:15:26 a stopwatch.
    0:15:33 We were able to get access to companies and we would shadow information workers.
    0:15:39 These are people whose primary task is dealing with digital information.
    0:15:42 Can you name a firm or two or at least a type of firm?
    0:15:47 I can’t give you the name because they prefer to be anonymous.
    0:15:50 One was a financial services company.
    0:15:57 Another was a medical device firm and the third was a tech firm.
    0:16:00 The work was cognitively demanding.
    0:16:02 People had to answer emails.
    0:16:07 They had to do analyses using Excel spreadsheets.
    0:16:12 Some people had to write reports.
    0:16:19 Managers did whatever managers do and we would shadow people and every time people switch
    0:16:24 their attention to do something else, we would click that stopwatch.
    0:16:27 That person opens a Word document, start time.
    0:16:30 They switch to email.
    0:16:33 Stop time for the Word document, start time for the email.
    0:16:35 We did that throughout the day.
    0:16:41 Help me understand you and or like there are two of you, you and your grad student researcher?
    0:16:42 Yes.
    0:16:44 I’m just trying to draw the picture in my mind.
    0:16:51 The two of you are going into these firms in a real work situation and you’re kind of
    0:16:56 standing around or maybe standing near people or looking over their shoulders with stopwatches.
    0:16:57 Yes?
    0:16:58 That’s right.
    0:17:02 Look, I love that you’re getting up close and personal because the data sounds like it
    0:17:05 could be deliciously robust.
    0:17:10 On the other hand, what about the observer effect?
    0:17:12 These people know that you’re standing there.
    0:17:13 How do you account for that?
    0:17:16 Do you hope that they just get used to you or how does that work?
    0:17:18 It was definitely something we were concerned about.
    0:17:26 We always threw out the first half day of data with the assumption that people are going
    0:17:28 to be posturing.
    0:17:33 When you observe people in a real workplace, you discover very quickly that people have
    0:17:37 to react to the demands of the workplace.
    0:17:39 They might try to posture.
    0:17:44 There might be things that they wouldn’t do if they see an observer looking over their
    0:17:45 shoulder.
    0:17:51 By and large, they just have to react to the demands of other people and the demands of
    0:17:52 their work.
    0:17:59 I will also mention that in 2003, when we started doing this, the stopwatch was the state of
    0:18:03 the art technology at the time to be able to capture this.
    0:18:07 But eventually, you could basically just monitor them internally from what they were doing
    0:18:08 on their computers?
    0:18:09 That’s right.
    0:18:15 We could install logging programs that would detect every time people clicked on a window
    0:18:17 and brought it to the forefront.
    0:18:24 Okay, so what did Gloria Mark discover with her stopwatch and her logging software?
    0:18:25 That’s coming up after the break.
    0:18:39 I’m Stephen Dubner, and this is Freakonomics Radio.
    0:18:43 Gloria Mark has been doing field experiments for years to see how people pay attention
    0:18:50 in their workplace, to see how long they focus on the main task before another task interferes.
    0:18:55 Back in 2003, we actually measured everything that people did.
    0:19:00 When they were in interaction with another person, when they were reading books offline,
    0:19:02 I mean, we measured everything.
    0:19:08 But if we just looked at the data when people were on their screens, we found that their
    0:19:12 attention spans averaged about two and a half minutes.
    0:19:18 That means that for two and a half minutes, you are in an unbroken fashion directing your
    0:19:20 cognitive power toward the task at hand.
    0:19:22 Is that what’s going on?
    0:19:28 To the extent that this can be measured empirically because sometimes we don’t know what’s going
    0:19:30 on inside people’s heads.
    0:19:36 I could be thinking about the discussion I want to have at home with my kids later while
    0:19:38 I’m typing, for instance.
    0:19:39 Sure.
    0:19:40 Yeah.
    0:19:41 But two and a half minutes.
    0:19:42 So that sounds, on the one hand, terrible.
    0:19:48 On the other hand, I have a feeling that compared to 2024, two and a half minutes might not
    0:19:50 be so terrible.
    0:19:51 That’s my intuition.
    0:19:53 Can you tell me what’s the actuality?
    0:19:55 Yes, you are right.
    0:19:57 We did another study in 2012.
    0:20:04 At this time, we were using computer software logging so we could get very accurate measures.
    0:20:08 And we found that people averaged about 75 seconds.
    0:20:15 So that’s a massive decline in attention span in a relatively short period of time.
    0:20:17 Why were you asking this question in your research?
    0:20:22 Did you just want to observe the length of an attention span for the sake of observing
    0:20:23 it and how it changed over time?
    0:20:27 Were you trying to figure out what were the causes, what were the consequences, what was
    0:20:28 your mission?
    0:20:30 I would say all of the above.
    0:20:37 I was very interested to understand people’s ability or inability to focus.
    0:20:41 And I wanted to know how is that related to stress?
    0:20:47 It turns out the faster people switch attention, the greater is their stress.
    0:20:53 For the average person who thinks that they are quite adept at multitasking, are they
    0:20:54 deluded?
    0:20:56 Yes, they are.
    0:20:58 And there’s three reasons.
    0:21:05 First of all, people may feel that they’re accomplishing more when they multitask.
    0:21:10 But people make more errors when they’re switching their attention rapidly.
    0:21:13 Another thing is that there’s what’s called a switch cost.
    0:21:16 And we think we’re multitasking.
    0:21:23 A switch cost is the extra time it takes to reorient to this new task.
    0:21:29 The biggest cost that we found relates to the third reason why multitasking is bad.
    0:21:32 And that is because it causes stress.
    0:21:38 It’s not just correlation of shifting attention and stress, but it actually causes stress.
    0:21:41 But I’m sure this operates on a spectrum.
    0:21:46 What would you say are the characteristics of people who are better than average at,
    0:21:49 if not multitasking, at least accelerated toggling?
    0:21:52 I would assume that younger people are much better than older people.
    0:21:55 Yes, younger people tend to be better.
    0:22:00 Young people who have experienced playing certain computer games seem to have acquired
    0:22:03 a skill to be able to switch better.
    0:22:08 I’d like you to talk for a moment about what you psychologists call the zygarnik effect
    0:22:14 and explain how that intersects with attention span and/or multitasking.
    0:22:18 So Blumez Zygarnik was a very interesting person.
    0:22:25 And about a hundred years ago at the University of Berlin, she did a study where she would
    0:22:32 interrupt people as they were working on various tasks, and then she would measure their recall
    0:22:34 of their different tasks.
    0:22:41 And she found that when people were interrupted, they remembered those tasks better than those
    0:22:43 tasks that were finished.
    0:22:49 And when you think about it, it makes a lot of sense because you’ve got this unfinished
    0:22:55 task and it’s just churning over and over in your mind, and you’re very anxious about
    0:22:57 it because you haven’t finished it.
    0:23:02 I was going to ask you a question that I thought was too obvious to ask, which is, why do we
    0:23:03 want to multitask?
    0:23:07 And I assumed the answer was, well, because we want to get more stuff done or we want
    0:23:12 to appear to be the kind of people who are very productive or cooperative or whatnot.
    0:23:18 But now that you’re talking about Blumez Zygarnik, it makes me wonder if it’s driven by a different
    0:23:24 need, which is the need to resolve conflict, to get rid of that tension of the unfinished
    0:23:25 task.
    0:23:28 I do think that plays a role.
    0:23:31 And I think there are a lot of reasons why people multitask.
    0:23:39 We found in our research that people interrupt themselves about half the time, right?
    0:23:44 So I do think that wanting to resolve conflicts in a number of ways.
    0:23:51 So you have this memory of, oh, that email that I didn’t answer, or oh, that person who
    0:23:53 I have to call back.
    0:24:00 Very often, a thought will pop into my head of some silly question and I just can’t get
    0:24:01 it out of my mind.
    0:24:05 And I have to look it up on the internet to be able to resolve it.
    0:24:06 Why do I do it?
    0:24:14 It’s because the internet is so close at hand and because I can get that answer within milliseconds.
    0:24:15 That’s why I do it.
    0:24:17 And I’ve developed a habit.
    0:24:24 And I know that there will be resolution after I look up that answer.
    0:24:29 We had asked Gloria Mark to come to the studio with a test that she could give me, a basic
    0:24:34 test designed to show the relationship between multitasking and stress.
    0:24:38 Before we start, I want to get a baseline stress measure.
    0:24:39 Okay.
    0:24:47 On a scale of one to 10, Steven, where one is not at all stressed, you’re in a Zen state,
    0:24:54 you’re just feeling really, really relaxed and 10 is extremely stressed.
    0:24:57 You’re as wired as you can be.
    0:24:59 Where do you fall right now?
    0:25:06 Well, because I’m having a conversation with you, a substantial person on microphones
    0:25:11 for the purpose of making a radio show, it’s not zero or one.
    0:25:17 I’m very comfortable speaking with you and I’m in a setting that I’m very accustomed
    0:25:22 to and comfortable with my own studio and I have my dog here.
    0:25:25 So I feel pretty unstressed except for the fact that I’m about to try to do something
    0:25:27 that I know I’ll be bad at.
    0:25:30 So I would say probably four on a scale of 10.
    0:25:31 Okay.
    0:25:37 So on a scale of one to 10, one not at all stressed, 10 extremely stressed, you rate
    0:25:39 yourself a four.
    0:25:40 That’s right.
    0:25:41 Okay.
    0:25:44 So, ready to begin?
    0:25:45 Here’s how the experiment worked.
    0:25:49 Gloria Mark would read me a string of numbers and then I’d have to name the number that
    0:25:54 came three back from the end, not counting the final number.
    0:26:00 At the same time, the producer of this episode, Augusta Chapman, had arranged for another
    0:26:06 of our producers, Zach Lipinski, to text me about the logistics of an upcoming interview.
    0:26:10 They told me about this texting ahead of time because it wouldn’t have worked otherwise.
    0:26:15 My colleagues know that I keep my phone on Do Not Disturb pretty much always.
    0:26:16 Okay.
    0:26:18 Let’s go.
    0:26:23 Six, four, seven, seven.
    0:26:24 That would be six.
    0:26:25 Zero, four.
    0:26:26 Oops.
    0:26:30 I had just got a text from Zach asking when the next interview is.
    0:26:32 I didn’t even hear you because I was so stressed out.
    0:26:34 Would you mind repeating them?
    0:26:35 Okay.
    0:26:36 I will start again.
    0:26:40 Zero, four, six, three.
    0:26:46 That would be zero, but I had to stop doing what I was doing, which was looking up the
    0:26:49 date and time of the interview that Zach is asking me about.
    0:26:52 Can I just answer Zach over the microphone now, hoping that he’ll hear me?
    0:26:53 No.
    0:26:54 You have to do it through text.
    0:26:56 People are so mean.
    0:26:57 All right.
    0:27:00 Now, we’re going to move a little faster here.
    0:27:05 Three, one, zero, four.
    0:27:06 Three.
    0:27:09 Six, eight, two, three.
    0:27:10 Six.
    0:27:13 Zero, four, six, three.
    0:27:14 Four.
    0:27:15 Three, one.
    0:27:16 Six.
    0:27:17 Zero.
    0:27:18 Three.
    0:27:19 Four.
    0:27:20 Cabbage.
    0:27:21 Six.
    0:27:22 Five.
    0:27:23 Three.
    0:27:24 Megalopolis.
    0:27:25 Five.
    0:27:26 Three.
    0:27:27 Eight.
    0:27:28 One.
    0:27:29 Eight.
    0:27:30 Eight.
    0:27:31 Two.
    0:27:32 Five.
    0:27:33 Give up.
    0:27:34 Oh, I so give up.
    0:27:36 And I also didn’t even answer the text that Zach sent me because I was so despondent.
    0:27:37 Okay.
    0:27:40 So what’s your stress level on a scale of one to 10?
    0:27:41 19.
    0:27:43 I mean, no, it’s stress.
    0:27:47 Well, distress include despondence and despair.
    0:27:48 Yeah.
    0:27:49 That’s part of the …
    0:27:50 Yeah.
    0:27:51 It’s very high.
    0:27:52 Yeah.
    0:27:55 I’m sure his slumped and, you know, if my dog were a little closer, I might kick her.
    0:27:56 I feel so down.
    0:27:59 So yeah, that was not a good experience, Gloria.
    0:28:00 Thanks.
    0:28:06 Well, I’m sorry, but, you know, we did want to demonstrate the pit faults of multitasking.
    0:28:07 You broke me.
    0:28:08 Yeah.
    0:28:11 I think it was a good demonstration.
    0:28:17 It was a good demonstration and a humbling one, although it did confirm my suspicion that
    0:28:20 I am terrible at multitasking.
    0:28:26 The good news, at least for me, is that nearly everyone else is also terrible.
    0:28:29 Nearly everyone else.
    0:28:36 There is a slim section of humankind whom David Strayer, the University of Utah researcher,
    0:28:38 has come to call supertaskers.
    0:28:40 We didn’t believe they existed early on.
    0:28:45 So when we found the very first supertasker, I thought there must be something wrong.
    0:28:47 We must have actually miscoded the data.
    0:28:50 This was in joint research with Jason M. Watson.
    0:28:55 When I tell people about the supertasker research, I begin by saying, in a classroom
    0:28:58 of, say, 100, how many of you think you’re good at multitasking?
    0:29:00 How many of you think you’re a supertasker?
    0:29:02 Maybe half the class raises their hand.
    0:29:08 Then when we actually test them, only about two, two and a half percent are in that category.
    0:29:13 Strayer and Watson discovered this when they had research subjects drive a car or a car
    0:29:18 simulator and then perform another cognitively demanding task.
    0:29:23 Usually, this made people worse at both driving and the new task.
    0:29:28 That’s because of the switch cost that Strayer and Gloria Mark mentioned earlier.
    0:29:32 But a few people got better when they took on a second task.
    0:29:36 Our conventional thinking was that everyone was going to show this cost when you tried
    0:29:37 to multitask.
    0:29:39 Then we found one.
    0:29:42 Just watching what they could do was actually, I could hardly believe.
    0:29:43 They would just make no errors.
    0:29:45 They would just be perfect.
    0:29:49 We subsequently have done a variety of things to try and understand that phenomena, looking
    0:29:54 at brain imaging to try and understand what parts of the brain are acting differently in
    0:29:55 supertaskers.
    0:29:58 We can find that there are clear neural signatures.
    0:30:02 Just recently, we had an online version where there’s about 10,000 people that were tested
    0:30:03 around the world.
    0:30:07 Yet again, we find about two and a half percent of the population are in this category of
    0:30:14 being able to do two things at the same time without suffering the costs of multitasking.
    0:30:17 We had one person who took the test and got a perfect score.
    0:30:20 He then decided he’d replicate it again.
    0:30:22 He made one error.
    0:30:27 He was worried that somehow maybe he really wasn’t a supertasker and it’s like that you
    0:30:31 even made one error is still like superhuman.
    0:30:32 He goes, “Oh, good.
    0:30:37 By the way, I happen to be one of the best site readers for piano in the world.
    0:30:43 Everybody else we tested was an Olympic athlete who was competing in one of the Olympic games.”
    0:30:48 Are they, do you believe, genetic outliers or is there a learned component of this?
    0:30:52 Because when you mention the person who was great at site reading, maybe they became great
    0:30:58 at site reading over time in all kinds of effort and what Andrews Erickson used to call
    0:31:04 deliberate practice and then somehow that translates into an ability to supertask.
    0:31:08 Or do you think the error was going in the other direction that they had that ability
    0:31:13 ahead of time and that made them perhaps a great site reader and a great supertasker?
    0:31:15 It’s a really good question.
    0:31:20 The literature on skill acquisition says that the transfer gradients are relatively narrow.
    0:31:21 So I might be…
    0:31:22 Uh-oh.
    0:31:23 Transfer gradients are relatively narrow.
    0:31:24 I need an English translation for that, please.
    0:31:28 That means just because I know how to ride a bicycle doesn’t mean that I know how to
    0:31:29 surf.
    0:31:33 What you learn is very, very specific to the task that you’ve learned and if you learn
    0:31:37 and practice, practice, practice one thing, you can get really good at that, switching
    0:31:41 the task just a little bit and all of a sudden the rules change and then you kind of go back
    0:31:42 to square one.
    0:31:47 So there definitely are things where if we practice and practice and practice, we get
    0:31:51 very good at the very specific things we’ve been practicing.
    0:31:55 In the case of our supertasters, these are tasks that they’ve never had a chance to see
    0:31:58 before and they excel at those types of tasks.
    0:32:03 We think it’s something about the way their brain is organized, may well be genetic, but
    0:32:07 it’s something that they come into the learning environment with and it’s not something where
    0:32:11 they’re transferring from one activity to something else.
    0:32:15 We do know that there are changes in some of the areas of the brain, the frontal polar
    0:32:21 region right at the very front of the prefrontal cortex tends to be more efficient.
    0:32:25 So the brains are actually more efficient, processing that information in a way that’s,
    0:32:26 well, superior.
    0:32:30 One of the things we’re trying to identify is is there a say a gender difference, doesn’t
    0:32:32 appear that there is.
    0:32:36 Are there other characteristics about work environments that they may just gravitate
    0:32:37 towards?
    0:32:41 Don’t have the answer to that, but it would make sense that someone who’s really bad at
    0:32:44 multitasking, maybe they’re not going to be cut out for some jobs.
    0:32:50 Now, I assume that the 97 and a half or so percent of us who are not supertaskers that
    0:32:54 we are on a spectrum of ability to multitask, yes?
    0:32:58 There’s some people who can’t walk and chew gum, they’re clearly at the other end, they’re
    0:33:00 anti-supertaskers.
    0:33:03 And where would you put yourself on the spectrum?
    0:33:08 If I knew what I know about probability and statistics at best, I’m probably right in
    0:33:09 the middle.
    0:33:10 And how do you feel about that?
    0:33:11 Are you okay with that?
    0:33:13 Yeah, I’m fine with that.
    0:33:16 Knowing that I have characteristics in terms of my attention, abilities that are consistent
    0:33:22 with the rest of the people who are wandering around on this planet is reassuring.
    0:33:27 But wouldn’t you kind of like to be able to recite the Iliad in Greek and drive a car
    0:33:31 and balance some modern version of a checkbook at the same time?
    0:33:33 Wouldn’t it be kind of cool?
    0:33:34 Yeah, I guess.
    0:33:38 I mean, when some of these supertaskers came in for the first time, and we had an opportunity
    0:33:43 to watch some of the performance they did, and it was otherworldly, just with something
    0:33:48 beyond anything that I could possibly do, they have absolutely extraordinary ability
    0:33:53 to be able to process multiple streams of information and do it successfully.
    0:33:59 If you could identify those differences that produce a multitasker, would you want to find
    0:34:04 a way, whether through technology or medicine or whatnot, to spread it around?
    0:34:09 In other words, would we on balance in society benefit by having more supertasking?
    0:34:13 I don’t know if that would be the direction I would be personally interested in.
    0:34:16 I’m more interested in just how our brains work and how we think and what it tells us
    0:34:20 about being human, and what it tells us about being human for the most part is that we’re
    0:34:24 bad at multitasking, even though we think we’re good at multitasking.
    0:34:33 Okay, given what David Strayer just explained about supertaskers and the rest of us, I have
    0:34:34 a question.
    0:34:40 Does it seem like the world is increasingly asking the rest of us to act as if we are
    0:34:42 supertaskers?
    0:34:44 Here again is Gloria Mark.
    0:34:51 To be able to collaborate with other people or to participate as a good employee, you
    0:34:56 have to adopt the software, and you have to use it to some extent.
    0:35:02 You have a different app for a different purpose, and that’s going to lead people to switch
    0:35:03 their attention.
    0:35:11 If you remember when Slack first came out, gosh, I hated Slack, and within a month I was
    0:35:14 on 35 different Slack channels.
    0:35:20 It was designed to be a better solution than email, but as a result, it created all these
    0:35:25 separate threads that you had to keep track of, and you kept getting notifications for
    0:35:27 each separate Slack channel.
    0:35:35 So, I think Slack is a really good example of how companies are conspiring to have a
    0:35:37 switch attention.
    0:35:40 Have you ever spoken with anyone at Slack to tell them how much you hate their software?
    0:35:43 I have not.
    0:35:46 Coming up after the break, we speak with Slack.
    0:35:49 I’m Steven Dubner, and this is Freakonomics Radio.
    0:35:59 We’ll be right back.
    0:36:03 So far in this episode, we’ve heard from two researchers, Gloria Mark and David Strayer,
    0:36:08 who have evidence that the vast majority of us can’t really do two things at the same
    0:36:11 time, and when we try, we usually do worse at both.
    0:36:15 So on average, multitasking leads to more mistakes.
    0:36:21 It leads to lower productivity, and it causes stress.
    0:36:24 Perhaps you are familiar with this type of stress.
    0:36:27 Perhaps you are familiar with Slack.
    0:36:31 Slack is a work-centric collaboration platform.
    0:36:33 That is Olivia Grace.
    0:36:34 We heard from her earlier.
    0:36:37 She’s the one who tried to become an air traffic controller.
    0:36:41 Today, she is a senior product manager at Slack.
    0:36:44 Which basically means I make an awful lot of PowerPoint presentations.
    0:36:47 But what I would probably put on my LinkedIn is that I lead a team that builds various
    0:36:52 products across Slack with a focus on solving problems for people who are doing their jobs
    0:36:53 via the internet.
    0:36:58 Slack lets you message coworkers and hold group conversations on particular topics and
    0:37:00 make audio and video calls.
    0:37:05 The company was founded in 2009 by Stuart Butterfield, and it was bought out by Salesforce
    0:37:10 in 2021 for around $28 billion.
    0:37:14 Apple once claimed that Slack would replace email, but that hasn’t happened.
    0:37:19 Instead, employees at many firms, including the Freakinomics Radio Network, find themselves
    0:37:24 toggling back and forth all day between Slack and email, all while trying to find time for
    0:37:26 the other things they need to do.
    0:37:33 This has led some people to identify Slack as a key villain in today’s multitasking crisis.
    0:37:35 Here are some recent headlines.
    0:37:39 How Slack ruined work from Wired Magazine.
    0:37:44 Slack is the right tool for the wrong way to work from the New Yorker.
    0:37:49 I wanted to hear Olivia Grace’s views on multitasking, and I wondered if her views were
    0:37:54 perhaps influenced by that long ago air traffic control exam.
    0:37:58 Yeah, I think it was very influential, and I still think back to that when I think about
    0:38:01 things like video calling systems at Slack.
    0:38:07 When we are asking someone to make a decision during a video call, they’re doing this real
    0:38:11 time thing that requires active and constant participation, and we’re effectively being
    0:38:12 like, “Oh, is the light red?
    0:38:13 Would you push the button?”
    0:38:17 I always say to my teams that work on those products, don’t do that, unless it’s really
    0:38:21 urgent and it’s like a decision you have to make that is going to influence that specific
    0:38:22 video call.
    0:38:27 Don’t ask people to do too many things at once, because they just can’t.
    0:38:31 Do you believe that multitasking is essentially a myth?
    0:38:35 I think that’s a statement that knowing what I know today, I would agree with, yes.
    0:38:39 Do you work in an office face-to-face with at least some colleagues, or do you work remotely?
    0:38:41 I work mostly remotely.
    0:38:42 Do you have a car?
    0:38:43 Do you drive much?
    0:38:44 I do have a car.
    0:38:45 I do drive.
    0:38:47 What else do you do besides driving when you’re driving?
    0:38:48 Do you listen to music or podcasts?
    0:38:49 Do you talk on the phone?
    0:38:54 Are you maybe on some Slack channels while you’re at the traffic light, et cetera?
    0:38:56 Oh, goodness me, no.
    0:39:01 I like to listen to music or listen to podcasts when I drive, but I will cue those up before
    0:39:02 I leave.
    0:39:07 I don’t like to touch screens too much while I’m driving because I prefer my attention
    0:39:08 to be on the road.
    0:39:14 You sound like such an advocate for the argument against multitasking, and yet you work at
    0:39:19 a company that a lot of people think is facilitating the belief in multitasking.
    0:39:21 Can you just walk me through that apparent paradox?
    0:39:25 Yeah, I think it’s a reasonable paradox to present.
    0:39:31 I think that for many people, work is this sort of ongoing prioritization exercised inherently
    0:39:34 of like, “I’ve got to do this one big task, I’ve got to write this report, I’ve got to
    0:39:39 write this proposal,” and maybe those things are exciting, and then you have this sort
    0:39:44 of ongoing barrage of like thin tasks, like, “Oh, you know, Stephen pinged me about this
    0:39:48 thing next Tuesday,” or, “Oh, I need to approve this PTO request, I need to look over here
    0:39:51 at expense reports, I need to just get back to them on this.”
    0:39:55 And so I think to me, it’s that prioritization exercise.
    0:39:59 And the thing which I feel, I wouldn’t say like goes as far as breaking down the paradox,
    0:40:05 but maybe helps to understand the paradox, is I think that working in a system like Slack,
    0:40:09 we are uniquely positioned to help people with that prioritization.
    0:40:10 And how do you do that?
    0:40:13 I’ll actually go back to an example I mentioned earlier, the video calling product.
    0:40:19 We want people to be able to differentiate between something right now, it requires your
    0:40:20 attention.
    0:40:24 Stephen is calling you, pick up the phone, this is happening at this moment, and it may
    0:40:26 not happen again.
    0:40:29 And so not only is that something which you need to be able to act on, we want to give
    0:40:34 you grace of saying, “Be there in five minutes,” and that’s something which we really felt
    0:40:37 passionately about adding in that flexibility for our users, and just kind of embracing
    0:40:42 the real world version of it, like, can you jump on a call, isn’t a, yes, no, red button,
    0:40:46 green button, binary choice, it’s like, “Oh, yeah, just give me five minutes to wrap this
    0:40:47 up.”
    0:40:51 I will couch all of this and saying, “I work at Slack, I use Slack, we live in Slack
    0:40:52 at Slack.”
    0:40:55 And so I wouldn’t be surprised if your listeners said, “Oh, she would say that.”
    0:41:03 So here’s a heretical question, before Slack existed and before any similar software existed,
    0:41:06 one could argue that the earth was spinning okay and people were getting worked on and
    0:41:10 being productive and people were doing big things like building nuclear reactors and
    0:41:13 writing books and so on, things that require deep attention.
    0:41:16 But then there are many different kinds of work, plainly, and there are also many different
    0:41:17 kinds of workers.
    0:41:23 So you want to give everybody tools that are going to make them optimize for themselves.
    0:41:28 But I do wonder with products like yours, and it’s not just yours, there are many, there
    0:41:30 is this notion called induced demand.
    0:41:37 The big example is there’s a road or a highway, there’s a lot of traffic on it and the designers
    0:41:42 think, “Well, if we just widen it and build more lanes, that will help ease demand.”
    0:41:45 And in fact, usually when you do that, the traffic gets worse.
    0:41:49 There was a lot of demand in the beginning and so now that there’s more capacity, there
    0:41:52 will be even more demand and it gets even worse.
    0:41:58 So from my perspective, I could say that firms like yours are inducing demand by creating
    0:42:03 more platforms for more communication, much of which may be useful, but much of which
    0:42:06 may be not useful.
    0:42:11 So if that’s the cynical or the outsider view of what your product could lead to, which
    0:42:19 is more activity that may accomplish a tertiary goal but not the primary or even the secondary
    0:42:22 goal, how do you think about balancing that out?
    0:42:31 I think that the nature of communication and collaboration has, I think, I’m struggling
    0:42:33 with this myself as I think about it.
    0:42:38 If we think back to, your example was building nuclear reactors, I think that the nature of
    0:42:46 that human collaboration has changed and it’s become more online and there’s become different
    0:42:48 modes of communicating.
    0:42:53 So I don’t want to be facetious and talk about the telephone, have you heard of it?
    0:42:57 But I think that as over time, the way that we communicate and the way that we inherently
    0:43:02 therefore collaborate has shifted, if we were doing this podcast in the ’50s, maybe it would
    0:43:07 be those gosh dang telephones ringing all the time when I’m just trying to write my
    0:43:11 punch card to drive this nuclear reactor.
    0:43:14 I like the point Olivia Grace is making here.
    0:43:20 As the world grows more complex, our technology lets us respond to it in more complex ways
    0:43:24 which in turn jacks up the intensity for other people.
    0:43:29 That feverish state you enter when you’re required to multitask beyond your ability,
    0:43:35 that is what economists would call a negative externality of the technology itself.
    0:43:40 You can put the blame for this on Slack and all the others constantly hijack our attention
    0:43:44 but let’s be honest, we also need to blame ourselves.
    0:43:49 We buy what Slack is selling because even though it may not be good for us, even though it
    0:43:55 may not boost productivity, we seem to want to keep thinking that we are all supertaskers
    0:43:58 when in fact only two and a half percent of us are.
    0:44:04 I do think that collaboration systems do to some extent mirror the collaboration culture
    0:44:06 of the companies at which they are used.
    0:44:10 So if I think back to, for example, my timing gaming, we use Slack.
    0:44:16 The expectation of response there was very different than now when I work at Slack.
    0:44:20 For example, we would work these very big gaming events, eSports events, one called
    0:44:25 BlizzCon and so when I was working BlizzCon, one of the things that I wasn’t a huge fan
    0:44:30 of was that my boss would DM me and Slack at 11 at night and then call me because I
    0:44:33 didn’t reply because I was asleep.
    0:44:38 So that expectation of response is sort of like, would I mute my DMs from my boss?
    0:44:39 No, absolutely not.
    0:44:44 So there’s not a Slack feature that Slack can necessarily build to mitigate for how
    0:44:49 my boss at that company expected me to respond to them at 11 at night.
    0:44:53 Like there isn’t a sort of block your boss, like we could build that.
    0:44:54 Should we build that?
    0:44:56 I don’t know that we should.
    0:44:57 I don’t know.
    0:45:01 I think a block your boss feature is one of the first things I would have built if I worked
    0:45:03 in a place like Slack.
    0:45:06 Maybe that’s why I have never been asked to work in a place like Slack.
    0:45:08 I mean, I can barely hold down a job.
    0:45:12 I just do this, whatever it is we’re doing here.
    0:45:17 And even so, I often feel battered by the many things vying for my attention.
    0:45:21 I’m guessing you feel the same way, whether you’re trying to do some deep work or just
    0:45:25 trying to act more like a human when you’re around your family and friends and coworkers
    0:45:29 rather than acting like a poor imitation of a computer.
    0:45:34 So I went back to Gloria Mark to see if she had any advice for us.
    0:45:40 Yeah, so I think we need to think about solutions at the individual level, the organizational
    0:45:43 level and the societal level.
    0:45:44 I asked Mark how she works.
    0:45:49 When she’s writing up a research paper, for instance, does she turn off her phone?
    0:45:51 Does she shut her email program?
    0:45:54 I do not have my email shut.
    0:46:02 My phone is relatively close by, but before I check email or before I check my phone, I’ve
    0:46:08 developed this habit where I ask myself, “Why do I need to check my phone right now?
    0:46:11 Why do I need to check email?”
    0:46:17 And usually in the past, it’s because I’m bored or because I’m procrastinating or I
    0:46:23 want to do something more fun and interesting, but if I ask myself that question, it causes
    0:46:28 me to reflect and I can stop myself from doing it.
    0:46:36 This is a technique that I regard as meta-awareness, which is being aware of what you’re doing as
    0:46:37 it’s unfolding.
    0:46:43 There’s so many behaviors we do and we’re on our devices that are just automatic.
    0:46:51 And when we can make these automatic actions less automatic and raise them to a conscious
    0:46:57 awareness, then we can become more intentional in our actions and we can form a plan.
    0:47:03 I’m going to work to the end of this page where I’m going to work 20 more minutes and
    0:47:05 then I can reward myself.
    0:47:11 So the notion of intentionality seems sensible, happens to resonate with me.
    0:47:16 On the other hand, firms and institutions that we are engaging with, let’s say it’s a piece
    0:47:21 of software and online community, they have different intentions in mind.
    0:47:29 In fact, those software platforms are designed to make my participation and my almost addiction
    0:47:32 to them unintentionals that I don’t even notice.
    0:47:37 So do you really think that an individual who promises intentionality to themselves really
    0:47:39 stands a chance?
    0:47:46 It’s an uphill battle and I agree that algorithms are very powerful, but also becoming aware
    0:47:50 of the power of algorithms can make a difference.
    0:47:56 We’re in a complicated landscape every time we go on our devices, but it’s important for
    0:47:58 individuals to make this attempt.
    0:48:04 Another thing that individuals can do is practice forethought.
    0:48:07 Forethought is imagining your future self.
    0:48:10 Future self doesn’t have to be five years from now.
    0:48:13 It could be the end of the day, 7 p.m.
    0:48:19 And if I have this urge to, you know, I want to go on social media or go on the news or
    0:48:27 check my email, I come up with a visualization of where I want to be at 7 o’clock.
    0:48:30 And do I want to see myself working on that deadline?
    0:48:31 No.
    0:48:37 I want to see myself feeling relaxed and fulfilled and rewarded.
    0:48:44 And the stronger the visualization is, the easier it is for us to stay on track.
    0:48:45 Okay.
    0:48:46 I love that.
    0:48:53 Another thing that we can do is remember, attention is directed to what our goals are.
    0:48:55 And goals are very slippery.
    0:48:58 We can lose sight of our goals so quickly.
    0:49:03 There was an experiment I did with colleagues at Microsoft Research, where a colleague
    0:49:11 of mine, Alex Williams, developed a software bot that would ask people at the beginning
    0:49:13 of each day two very simple questions.
    0:49:18 What do you want to accomplish today and how do you want to feel today?
    0:49:20 So what’s your task goal?
    0:49:22 What’s your emotional goal?
    0:49:29 Asking those two questions to people brought their goals to mind and helped keep them on
    0:49:30 track.
    0:49:34 But the bad news is that the goals slipped very quickly.
    0:49:40 So people need to keep reminding themselves of their goals, writing it on a post-it note
    0:49:45 or whatever it takes to remember what your goals are.
    0:49:46 Excellent.
    0:49:47 Okay.
    0:49:52 Another thing we can do is to make sure we take sufficient breaks.
    0:49:58 There is this idea that people have to push themselves to the limit.
    0:50:02 And by pushing ourselves to the limit, we’ll accomplish more.
    0:50:05 But we’re just getting our minds exhausted.
    0:50:09 If you search on the internet, you’ll see all kinds of sites that say, “How to focus
    0:50:16 non-stop or how to focus for 10 hours,” that’s the worst thing that we can do.
    0:50:22 And instead, we have to think of our minds in the same way that we think about our bodies.
    0:50:28 We can’t lift weights all day without getting exhausted and we can’t have our minds focused
    0:50:33 hard for long stretches because our minds get exhausted too.
    0:50:37 So we need to take sufficient breaks.
    0:50:43 The best break of all is to go outside and to be in nature because we know from studies
    0:50:48 that nature can restore people and distress people.
    0:50:52 It’s a beautiful experience to spend some time in nature.
    0:50:58 And if you can’t, then move around or find some kind of simple activity that’s calming
    0:50:59 for you.
    0:51:01 For some people, it’s knitting.
    0:51:07 One guy I spoke to had a ball that he would bounce on a screen that was very relaxing for
    0:51:10 him, whatever it takes.
    0:51:14 So these are all individual solutions, yes?
    0:51:15 Exactly.
    0:51:22 At an organizational level, organizations can institute a quiet time in their workday.
    0:51:24 And some companies have done that.
    0:51:33 Let’s say between 2 and 4 p.m., where people just can’t be interrupted, people are excused
    0:51:37 from answering any kind of electronic communications.
    0:51:42 And it’s a time that people know can be devoted to doing some serious work.
    0:51:45 Okay, what else can happen at the organization level?
    0:51:48 Well, you should read email in batches.
    0:51:53 You do it at the beginning of the day, maybe you do it after lunch and at the end of the
    0:51:54 day.
    0:51:59 Organizations can just send out emails three times during the day.
    0:52:02 Organizations can reset people’s expectations.
    0:52:05 It can help rewire habits.
    0:52:11 Instead of checking emails 77 times a day, they just know they have to check it three
    0:52:12 times.
    0:52:13 Okay, good.
    0:52:14 Anything else on the organization level?
    0:52:18 I think we can move to the societal level.
    0:52:19 Great.
    0:52:20 What do you have?
    0:52:22 Are you familiar with right to disconnect laws?
    0:52:27 Oh, I’ve read that phrase and salivated at it, but I don’t really know how they work.
    0:52:36 Right to disconnect laws are laws that do not punish people who do not answer electronic
    0:52:42 work-related communications after scheduled work hours.
    0:52:46 France came up with the El Comrie Labor Law.
    0:52:50 Ireland came up with what’s called the Code of Practice.
    0:52:54 The Canadian province of Ontario is quite advanced.
    0:52:59 They came up with the Working for Workers Act of 2021.
    0:53:05 There was a study in France to see how well these laws worked.
    0:53:07 It’s actually a mixed bag.
    0:53:14 In theory, it sounds really great, but a lot of companies just haven’t followed these
    0:53:15 laws.
    0:53:18 It also sounds like it may be a little bit hard to have both right to disconnect laws
    0:53:24 and quiet time and/or only three tranches of emails a day, because if there’s the right
    0:53:29 to disconnect law, won’t firms just try to cram more into the hours that are official
    0:53:30 work hours?
    0:53:38 Possibly, or they could just reduce the amount of email that’s being sent, which would probably
    0:53:40 be the best solution of all.
    0:53:44 Right to disconnect laws are a regulatory or legal move.
    0:53:46 What else do you have society-wise?
    0:53:51 I’m thinking of young people and children in particular.
    0:53:58 There are media literacy programs that teach children how to use Google, but media literacy
    0:54:06 can be much broader in terms of teaching people how to focus better and teaching them about
    0:54:10 algorithms and the potential harms of algorithms.
    0:54:16 For that matter, teaching young people about misinformation and how to be aware and look
    0:54:19 at signals of misinformation.
    0:54:24 It also means putting a limit on screen time.
    0:54:30 Of course, this leads us to parents being role models for their kids because children
    0:54:33 follow what their parents do.
    0:54:36 If your child is near you, don’t be on a screen.
    0:54:38 Give your attention to your child.
    0:54:45 I think it’s really important to teach young people at a very young age how to have a healthy
    0:54:48 relationship with technology.
    0:54:54 I’d like to thank Gloria Mark, David Strayer, and Olivia Grace for sharing their insights
    0:54:55 today.
    0:54:58 Next week on the show, we’re going to keep this conversation going.
    0:55:02 We’re going to pull hard on the thread that Gloria Mark raised right at the end there.
    0:55:07 The amount of time that young people spend on screens and the older people who tell them
    0:55:09 how terrible that is.
    0:55:13 We’re talking about what I think is a huge global crisis.
    0:55:18 I’m sure you’ve heard this argument that phones have created a mental health crisis.
    0:55:21 There are, however, some dissenters.
    0:55:30 It’s self-defeating and short-sighted to suggest that the phone is the only cause of this mental
    0:55:31 health crisis.
    0:55:36 Still, is it a good idea to get rid of phones entirely for young people?
    0:55:40 I think thinking about tools to meet young people where they are is a much smarter idea
    0:55:44 than just burning everything down and salting the earth.
    0:55:46 That’s next time on the show.
    0:55:51 One more thing, Helen Fisher, who was for years one of my favorite scientists and a
    0:55:54 good friend, recently died at age 79.
    0:55:59 Helen was a scholar of romantic love and was herself one of the loveliest people I’ve
    0:56:01 ever known.
    0:56:06 I really enjoyed talking about her own work and others’ work too, always with a wide-open
    0:56:09 spirit of joy.
    0:56:13 Her husband, John Tierney, wrote that toward the end Helen was too fatigued for phone calls
    0:56:19 or visits, but that she had somehow heroically finished her final book and turned in the
    0:56:21 manuscript to the publisher.
    0:56:24 Talk about keeping your focus on the deep work.
    0:56:29 Helen then said, “My work is done, I’ve had a magical life and accomplished more than
    0:56:30 I ever expected.
    0:56:31 I’m ready to die.”
    0:56:35 I’d like to dedicate this episode to Helen Fisher.
    0:56:39 You can hear her in episode 511 of Freakonomics Radio.
    0:56:42 Why did you marry that person?
    0:56:44 We will be back next week with a new episode.
    0:56:49 Until then, take care of yourself, and if you can, someone else too.
    0:56:52 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    0:56:57 You can find our entire archive on any podcast app, also at Freakonomics.com, where we publish
    0:56:59 transcripts and show notes.
    0:57:04 This episode was produced by Augusta Chapman, with help from Zac Lipinski and Theo Jacobs.
    0:57:09 Our staff also includes Alina Kulman, Dalvin Abouajie, Eleanor Osborne, Ellen Frankman,
    0:57:14 Elsa Hernandez, Gabriel Roth, Greg Rippon, Jasmine Klinger, Jeremy Johnson, John Schnarrs,
    0:57:18 Julie Canfer, Lyric Bowditch, Morgan Levy, Neal Coruth, Rebecca Lee Douglas, and Sarah
    0:57:19 Lilly.
    0:57:22 Our theme song is Mr. Fortune by the Hitchhikers.
    0:57:25 Our composer is Luis Guerra.
    0:57:26 As always, thank you for listening.
    0:57:36 I have always loved New York City.
    0:57:37 Always.
    0:57:40 What’s not to love other than the stink and the rats and the…
    0:57:41 And the noise.
    0:57:45 Occasionally terrible administration and corruption, blah, blah, blah, but mostly it’s great.
    0:57:46 It is.
    0:57:47 It is.
    0:57:48 Yeah.
    0:57:59 The Freakonomics Radio Network, the hidden side of everything.
    0:58:02 [MUSIC PLAYING]
    0:58:11 [BLANK_AUDIO]

    Only a tiny number of “supertaskers” are capable of doing two things at once. The rest of us are just making ourselves miserable, and less productive. How can we put the — hang on a second, I’ve just got to get this.

    Come see Stephen Dubner live! 

    “A Questionable Evening: A strategic interrogation from two people who ask questions for a living,” featuring Stephen Dubner and PJ Vogt from Search Engine.

    Thursday, Sept. 26th, at the Bell House in Brooklyn, NY. 

    https://www.eventbrite.com/e/a-questionable-evening-evening-with-stephen-dubner-and-pj-vogt-tickets-1002544747327

     

    • SOURCES:
      • Olivia Grace, senior product manager at Slack.
      • Gloria Mark, professor of computer science at the University of California, Irvine.
      • David Strayer, professor of cognition and neural science at the University of Utah.

     

     

  • What Is the Future of College — and Does It Have Room for Men? (Update)

    AI transcript
    0:00:06 Hey there, it’s Stephen Dubner.
    0:00:12 We have been replaying our 2022 series called Freakonomics Radio Goes Back to School, which
    0:00:14 is about the economics of higher education.
    0:00:16 I hope you have enjoyed it so far.
    0:00:18 This is the final episode of that series.
    0:00:24 It’s called What is the Future of College and Does It Have Room for Men?
    0:00:26 We have updated the original episode as necessary.
    0:00:31 One thing that didn’t need updating is the trend of men enrolling in college at significantly
    0:00:33 lower rates than women.
    0:00:37 In fact, that gap has increased since we first published this series.
    0:00:44 In this episode, you will hear some explanations, some ramifications, and some possible solutions.
    0:00:52 As always, thanks for listening.
    0:00:58 In 2013, the Lewis College of Business in Detroit shut down and put itself up for sale.
    0:01:01 The asking price was $3.2 million.
    0:01:05 $3.2 million is not very much for a whole college.
    0:01:10 That’s what the basketball coach at the nearby University of Michigan makes in one year.
    0:01:14 But apparently that’s all the Lewis College of Business was worth.
    0:01:20 It was a small private school, the first and only historically black college or university
    0:01:21 in Michigan.
    0:01:27 HBCUs have been getting more attention lately, but again, this was 2013.
    0:01:34 The funding wasn’t as supportive for HBCUs as it’s been in the last few years.
    0:01:39 And this was a smaller school, so it received a smaller piece of the pie.
    0:01:40 That is D. Wayne Edwards.
    0:01:43 He and his family recently moved to Detroit.
    0:01:49 As we’ll hear today, he took a personal interest in the history of the Lewis College of Business.
    0:01:55 He tells us it was founded in 1928 in Indianapolis by Violet Lewis.
    0:01:59 She was one of three black women to found an HBCU.
    0:02:00 One of three, right?
    0:02:01 I didn’t know about her.
    0:02:03 I fell in love with her and her story.
    0:02:09 She started the school on a $50 loan and she borrowed typewriters to teach black women
    0:02:14 the skills to work in corporate offices because we weren’t allowed to do that at that time.
    0:02:18 Relocating the college from Indianapolis to Detroit had worked out well.
    0:02:23 By the middle of the 20th century, the auto industry was massive.
    0:02:29 It’s easy to forget now, but in terms of commercial muscle and innovation, Detroit
    0:02:32 was the Silicon Valley of its time.
    0:02:34 There were a lot of good jobs.
    0:02:38 The first black office employees at General Motors and Ford and Michigan were all Lewis
    0:02:40 College of Business students.
    0:02:45 Lewis was never the kind of college that made headlines or made any top 10 lists.
    0:02:48 Few people outside of Detroit ever heard of it.
    0:02:50 It worked.
    0:02:54 It prepared black Detroiters for decent paying office jobs.
    0:02:59 At its peak in the 1980s, Lewis had 550 students.
    0:03:05 But as the US auto industry and Detroit began to decline, so did the Lewis College of Business.
    0:03:11 Government funding started drying up and in 2007, the school lost its accreditation,
    0:03:13 which meant students couldn’t get financial aid.
    0:03:18 Ultimately, the doors closed because enrollment started to be reduced.
    0:03:23 In closing its doors, the Lewis College of Business was not alone.
    0:03:27 Hundreds of American colleges have been shutting down, especially since the financial crisis
    0:03:29 of 2008.
    0:03:31 Many others have consolidated.
    0:03:37 In one single year recently, the number of four-year public universities fell by 2.3
    0:03:40 percent, and the number of community colleges fell by 2.7 percent.
    0:03:44 Again, that’s a one-year decline.
    0:03:51 Over the past five or six years, US colleges and universities have lost around 1.5 million
    0:03:52 students.
    0:03:53 What’s going on?
    0:03:58 A major challenge for these institutions is increasing costs at a time when family incomes
    0:04:02 aren’t going up for the students that they’re trying to recruit.
    0:04:07 Catherine Hill is an economist and a former president of Vaster College.
    0:04:11 She’s trying to figure out ways in which they can get their costs down, and by consolidating,
    0:04:15 you can hopefully experience some economies of scale.
    0:04:20 But consolidation can create its own problems, like more students per faculty member and
    0:04:23 fewer resources to go around.
    0:04:27 It’s buying us some time, I think, for innovating and doing things differently in the longer
    0:04:29 run.
    0:04:33 What is the long run for higher education in the US?
    0:04:39 If we were asking that question 10 or 15 years ago, the answer would have been easy.
    0:04:41 Things are looking up, we would have said.
    0:04:42 Enrollment is up.
    0:04:43 Investment is up.
    0:04:45 Belief is up.
    0:04:50 Belief that college is easily the best route to achieving the American dream.
    0:04:53 But today, it’s a different answer.
    0:04:58 For the first time in modern history, overall college enrollment is down.
    0:04:59 Belief is down.
    0:05:05 If you are a college graduate looking at the size of your student loans, you’re probably
    0:05:07 feeling down too.
    0:05:13 This is the final episode in a series we are calling Freakonomics Radio Goes Back to School.
    0:05:18 So far, we’ve told you how American higher education has two distinct models.
    0:05:25 One model is about eliminating people so that there is a special class of achievers at the
    0:05:27 highest end.
    0:05:30 The other model is about making sure everybody gets through.
    0:05:36 We told you how that first model, the elite model, has been accumulating ever more resources
    0:05:41 while educating an ever smaller share of US students.
    0:05:47 Educating a very small sliver of the American population who already get tremendous resources
    0:05:48 allocated to them.
    0:05:51 Those elite universities are generally thriving.
    0:05:55 Demand for admission has never been higher.
    0:05:56 What about everybody else?
    0:05:59 What about the less prestigious privates?
    0:06:01 What about the four-year publics?
    0:06:06 What about the community colleges and trade schools, the HBCUs?
    0:06:11 Today on Freakonomics Radio, we take a look at this second model of higher ed and why,
    0:06:14 for so many people, it is no longer working.
    0:06:21 To see $100,000 as a debt burden is daunting.
    0:06:25 We look at why men in particular are skipping college.
    0:06:29 Little boy behavior doesn’t fit as well with good student behavior.
    0:06:33 And we find out if the Lewis College of Business can make a comeback.
    0:06:39 All we did was borrow from nursing schools and welding schools and electrical schools.
    0:06:42 Do you still believe in college?
    0:06:44 We’ll find out starting right now.
    0:07:08 This is Freakonomics Radio, the podcast that explores the hidden side of everything with
    0:07:18 your host, Stephen Dubner.
    0:07:22 If you add up all the students at all the colleges and universities in the U.S., you’ll
    0:07:25 get to roughly $17 million.
    0:07:30 Fewer than 10% of them go to one of the elite schools at the top of the pyramid.
    0:07:36 The majority attend what are called mid-tier public or private four-year schools.
    0:07:41 About 25% attend a community college or other two-year school, although nearly half of all
    0:07:48 students start out at a two-year school, and nearly 10% go to for-profit colleges.
    0:07:55 Of the total undergraduate population, almost 52% are non-Hispanic white, while 20% are
    0:08:02 Hispanic, around 14% are black, and a little over 7% are Asian.
    0:08:04 Maybe those numbers surprise you a bit.
    0:08:05 Maybe not.
    0:08:08 But here’s a number that certainly surprised me.
    0:08:13 Nearly 60% of all college students today are women.
    0:08:18 And remember what we told you earlier, that U.S. colleges and universities have lost about
    0:08:21 one and a half million students in the past several years?
    0:08:24 Well, men accounted for the vast majority of that loss.
    0:08:29 Well, it’s certainly a big change, but not all that unexpected.
    0:08:30 That’s Morty Shapiro.
    0:08:35 He is an economist who studies higher ed and he was president of Northwestern University
    0:08:38 from 2009 to 2022.
    0:08:45 Decades ago, Shapiro predicted that the gender makeup of universities was getting flipped.
    0:08:50 Part of it was change in labor markets and change in female labor force participation
    0:08:51 rates.
    0:08:55 So it wasn’t that hard to predict this so-called feminization of the academy, but I’m not
    0:08:56 a sociologist.
    0:09:02 I can’t really tell you what’s happening to these poor men and what’s happening to
    0:09:07 their image and why their college enrollment rate has not increased the way it has for
    0:09:08 women.
    0:09:09 I mean, are you concerned?
    0:09:13 Because we do see research on the deaths of despair and so on and longevity declining
    0:09:15 suicide and ODs and so on.
    0:09:21 I mean, wouldn’t one argue that the gain in female students can be a strong positive,
    0:09:25 but that the loss in males could be a strong negative and maybe something should be done
    0:09:26 about that?
    0:09:27 I agree.
    0:09:30 One of the things we used to tell all the liberal arts colleges was start a football
    0:09:31 team.
    0:09:36 There’s sort of a cliff you can fall off once you become 60, 40 female men.
    0:09:40 It becomes exponentially more difficult to recruit men.
    0:09:45 So one reason why some really small schools have football teams is because that’s 70
    0:09:46 men right there.
    0:09:50 And if you’re talking about liberal arts college of 1600, you only need 800.
    0:09:55 You get almost a tenth of that just from your football team.
    0:10:00 When you add in your ice hockey team and men’s lacrosse, it’s so-called helmeted sports.
    0:10:04 It wasn’t always the case that college men were so hard to come by.
    0:10:11 If you go back to 1900 or so, there were only around 250,000 Americans enrolled in college
    0:10:16 and the overall population was about 50/50 male/female.
    0:10:21 Most of the men were getting bachelor’s degrees at four-year colleges, many of which
    0:10:26 were all male, including all the Ivy League schools, and many of the female students were
    0:10:28 in two-year teacher’s colleges.
    0:10:33 At the time, education was one of the few professions open to women.
    0:10:39 And around 25% of women in college back then attended women’s only colleges, most famously
    0:10:44 the Seven Sisters that were meant to parallel the men’s Ivy League schools.
    0:10:50 The Seven Sisters were Barnard, Bryn Mawr, Mount Holyoke, Radcliffe, Smith, Vassar, and
    0:10:51 Wellesley.
    0:10:57 Vassar was founded to be a wonderful liberal arts institution for women who didn’t have
    0:11:03 the opportunity to go to the schools that were all male at the time in 1865.
    0:11:09 That again is Catherine Hill, a former president of Vassar, which is in Poughkeepsie, New York,
    0:11:12 just up the river from Manhattan.
    0:11:16 And it decided to go coeducational in the late ’60s.
    0:11:18 The late 1960s, that is.
    0:11:25 This was a time when many schools were still single-sex, particularly the ones in the Northeast.
    0:11:32 And the women’s colleges and the men’s colleges were recognizing that high school students
    0:11:35 were telling them they didn’t want to go to single-sex schools anymore.
    0:11:41 At one time, there were more than 250 women’s colleges in the U.S. Today, there are about
    0:11:42 30.
    0:11:45 So the change at Vassar was pretty typical.
    0:11:52 Coming out of civil rights movement, the Vietnam War, there was a real shift away from previous
    0:11:55 notions of what was appropriate and not appropriate.
    0:11:58 The world was just changing very rapidly.
    0:12:03 Part of that change, as Morty Shapiro mentioned earlier, was that more women were joining
    0:12:04 the workforce.
    0:12:09 And part of the reason for this was the widespread availability of birth control.
    0:12:13 But also, more women were attending college generally.
    0:12:20 While the gender split was around 50/50 back when only a handful of Americans went to college,
    0:12:25 that dynamic had shifted, starting in the 1930s and even more after World War II when
    0:12:29 returning soldiers used the GI Bill to go to college.
    0:12:34 Suddenly, male students outnumbered females two to one.
    0:12:42 But over time, that heavy male imbalance began to erode and then flatten and ultimately reverse.
    0:12:47 If current enrollment trends continue, we’ll soon reach the point where for every man who
    0:12:51 receives a college degree, two women will do the same.
    0:12:56 I think this is a huge, huge change.
    0:12:57 That’s Amalia Miller.
    0:13:00 She is an economist at the University of Virginia.
    0:13:03 Why might more women choose to go to college than men?
    0:13:06 As an economist, the way you think about it is thinking about the net benefits, the costs
    0:13:08 and benefits of that decision.
    0:13:13 And so the benefit side of college could be the earnings you get as a college graduate,
    0:13:17 where the cost side is the earnings you don’t get that you would have gotten.
    0:13:20 And it could be that that’s higher for women than for men.
    0:13:24 If you think about some of the non-college jobs in the service sector that women are
    0:13:27 concentrated in, these are some really low-paying jobs.
    0:13:33 New collar occupations or jobs that sort of paid a decent wage that didn’t require college,
    0:13:34 a lot of those were more male-dominated.
    0:13:39 In other words, a man who doesn’t go to college might get a job in construction that pays
    0:13:44 well, whereas a woman who doesn’t go to college would be more likely to work in retail or
    0:13:47 perhaps as a home health aide.
    0:13:52 So it could be that even if college women earned less than college men, it was still more worth
    0:13:55 it for women because that gender gap was smaller.
    0:14:01 I think the problem with that explanation, though, is it doesn’t explain the increase
    0:14:06 for women compared to men in recent decades, where it doesn’t seem like blue collar work
    0:14:09 has had great growth in terms of number of jobs or wages.
    0:14:13 So Miller went looking for a deeper explanation.
    0:14:19 She and two co-authors, Sucingua and Elliot Isaac, recently published a paper which found
    0:14:23 that college may produce bigger benefits for women than men.
    0:14:29 One outcome they measured was future earnings for men versus women who attended an elite
    0:14:30 university.
    0:14:35 There’s no effect on earnings from attending a more elite school for men once you control
    0:14:40 for applications and admissions, but we do find a significant effect of school selectivity
    0:14:41 on women.
    0:14:46 And then when we look deeper into this effect for women, we see that it is coming from including
    0:14:48 part-time and non-working women.
    0:14:53 So women who attended a more selective school for college are more likely to participate
    0:14:54 in the labor force.
    0:15:01 So for women, we find that attending a school that is more selective leads to a 14% increase
    0:15:02 in earnings.
    0:15:07 In other words, the female wage premium isn’t necessarily driven by having a more lucrative
    0:15:08 career.
    0:15:13 It’s driven by college-educated women going from not working or working part-time to working
    0:15:14 full-time.
    0:15:21 So the question is, does this return to greater selectivity also apply to a return to schooling
    0:15:22 at all?
    0:15:24 I don’t think that that’s a crazy leap to make.
    0:15:26 It’s just another logical step.
    0:15:29 Miller and her co-authors found another significant result.
    0:15:36 So what we find is that there’s a significant decline in women’s likelihood of being married
    0:15:40 in their late 30s if they attended a more elite school for college.
    0:15:45 If we think of marriage as a positive outcome, then this might suggest a bad outcome.
    0:15:50 On the one hand, there’s this career advancement, but it happens at the expense of family formation.
    0:15:54 So these women are less likely to marry, but when they do marry, they’re marrying men who
    0:15:56 are more educated.
    0:16:01 So that’s one possible explanation for the current gender gap on college campuses.
    0:16:06 Women simply have more to gain by going to college, especially if they are career-oriented.
    0:16:10 But Amalia Miller has another very different argument.
    0:16:16 The other argument that I give when people ask me about this is you have to behave well
    0:16:17 in school.
    0:16:22 You have to have good grades, these cultural attitudes about good students, and then other
    0:16:27 cultural attitudes about gender and sort of what’s acceptable behavior for boys and girls.
    0:16:32 Typical boy behavior or behavior that for boys is socially rewarded doesn’t fit as well
    0:16:34 with good student behavior.
    0:16:40 This claim may resonate for anyone who has ever been a boy or parented a boy.
    0:16:45 And there’s good evidence that the gender gap in education starts way before college.
    0:16:52 In a 2013 paper by the economists Nicole Fortin, Philip Oriopoulos and Shelley Phipps, they
    0:16:59 looked at high school GPA distribution for girls and boys from the 1980s to the 2000s.
    0:17:01 Here’s what they found.
    0:17:09 The most common GPA for girls shifted over that time from B to A. The boys’ GPA stayed
    0:17:10 at B.
    0:17:18 One label that’s been attached to this phenomenon is leaving boys behind.
    0:17:25 I think the problem is the way we treat our boys in K through 12.
    0:17:26 That’s Ruth Simmons.
    0:17:32 She rose from a sharecropping childhood in Texas to become the president of three very
    0:17:34 different institutions of higher ed.
    0:17:40 Smith College in Massachusetts, a women’s school and member of the Seven Sisters, Brown
    0:17:46 University in Providence, Rhode Island, a member of the Ivy League, and most recently
    0:17:50 Prairie View A&M, an HBCU back in Texas.
    0:17:53 Boys often get into trouble in school.
    0:17:56 They get very negative messages often in school.
    0:18:03 They turn away from some of the advantages of school because of those negative messages,
    0:18:12 the way that we are orienting ourselves toward particular behavior of children and rewarding
    0:18:18 children who are quiet and submissive and do everything that we want them to do.
    0:18:24 That’s a formula for girls, because we tend to be socialized in our families to do exactly
    0:18:32 that, to be obedient and to not resist what we are told to do and so forth.
    0:18:37 So naturally, the one thing girls are good at is staying in school and they can keep
    0:18:42 going because that’s what we’ve been told that we should do.
    0:18:47 Boys are not quite the same.
    0:18:51 If boys aren’t being set up to succeed in K through 12, they would follow they aren’t
    0:18:54 being set up to succeed in college either.
    0:18:58 And there’s another recent change in college admissions that could be exacerbating the
    0:19:01 shortage of male college students.
    0:19:07 Here is Zachary Blemer, an economist at Princeton who studies educational and income mobility.
    0:19:13 In 1996, California passed a ballot proposition that prohibited the use of race-based affirmative
    0:19:19 action at the University of California and all public universities in the state of California.
    0:19:24 Consider the effect at UCLA, one of the most selective schools in the UC system.
    0:19:29 So the year that affirmative action stopped, the black and Hispanic population of UCLA
    0:19:30 fell by 60%.
    0:19:38 That was in 1996, between 2013 and 2020, UCLA expanded by 3,000 students.
    0:19:42 90% of those new spots went to women.
    0:19:47 But it isn’t just black and Hispanic men who are skipping college.
    0:19:52 According to a Pell Institute analysis, lower-income white men are less likely to go to college
    0:19:56 than their black, Hispanic, and Asian counterparts.
    0:20:02 There is one group of men who attend college at rates even higher than women.
    0:20:03 Gay men.
    0:20:10 More than half of all gay men in the US, 25 and older, have at least a bachelor’s degree.
    0:20:15 As the Notre Dame sociologist Joel Middlemann put it, “If America’s gay men formed their
    0:20:21 own country, it would be the world’s most highly educated by far.”
    0:20:29 But fewer than 5% of men in the US identify as gay, so for the rest of the young men who
    0:20:36 aren’t going to college but might benefit from it, what should be done?
    0:20:37 Coming up after the break?
    0:20:40 I mean, look, I know how hard it is.
    0:20:47 What we need is some innovation that would help us educate more students at a lower cost.
    0:20:49 I just need to figure out how to make it free.
    0:20:53 And if you missed the earlier episodes in this college series, you can find them on
    0:20:55 any podcast app.
    0:20:58 While you’re there, please leave a review or a rating.
    0:21:01 That’s a good way to help other people find free economics radio.
    0:21:04 And if you really want to help, recommend this show to your friends and family.
    0:21:15 We’ll be right back.
    0:21:20 When you’re young, whether or not to attend college is one of the first big choices you
    0:21:32 actually get to make.
    0:21:33 That is Donald Ruff.
    0:21:45 He is the president and CEO of the Eagle Academy Foundation in New York.
    0:22:04 They operate five college prep schools in New York City and one in Newark, New Jersey.
    0:22:09 Their New York schools are part of the city’s Department of Education, which happens to
    0:22:13 be run by the Eagle Academy’s former CEO, David Banks.
    0:22:30 But as Donald Ruff tells us, his schools are different from the standard public school.
    0:22:35 Another big priority is making sure their graduates get into college.
    0:22:40 In New York City, nearly 60% of all public school students go straight to college, but
    0:23:01 that number is much lower for Black and Hispanic students in New York and elsewhere.
    0:23:06 So Eagle Academy is plainly getting results, but things have been harder recently, especially
    0:23:08 with the pandemic.
    0:23:13 Ruff says the young men he educates are increasingly turning down college.
    0:23:14 Why?
    0:23:16 Honestly, I think it’s the sticker shock.
    0:23:28 I can’t speak for everyone, but I know as someone who grow up low income to see $100,000
    0:23:31 as a debt burden is daunting.
    0:23:33 Ruff is a New Yorker himself.
    0:23:38 I actually went to public school for junior high school and I was discovered and recruited
    0:23:44 by a program called the Oliver program, where they take high achieving, low income students
    0:23:48 of color and provide them with a full rights scholarship to attend private school.
    0:23:53 So I went to the Brooklyn French school and I ended up at Oberlin College, which was an
    0:23:56 incredible experience for me as well.
    0:24:00 At Oberlin, he double majored in history and African American studies.
    0:24:03 I didn’t even know I was poor until I went to private school.
    0:24:05 It was a shock to my system.
    0:24:12 And if I’m being honest, I’ve probably lived a lot of my early years after I graduated
    0:24:17 from high school and college with a level of survivor’s guilt and survivor’s remorse.
    0:24:19 I don’t think success should be a lottery.
    0:24:25 And when I compared my school experience with my friends at the time, there was some savage
    0:24:31 inequalities, which actually fueled me to do the very work that I do today.
    0:24:37 Just seeing the price of college, I remember when we were first taking a look at financial
    0:24:41 aid packages and my mother was stating how a year of college was more than what she
    0:24:44 made in a year.
    0:24:48 And just having those type of conversations makes you think a little bit differently.
    0:24:53 He says that type of conversation today among Eagle Academy students have become even more
    0:24:54 intense.
    0:24:58 Students are making different decisions because from an affordability standpoint, they don’t
    0:25:01 believe that they could afford it.
    0:25:07 Not that they’re incapable of achieving and doing well in college, but okay, four years
    0:25:11 of my life, I could be earning versus accumulating all of this debt.
    0:25:13 What is it really leading to?
    0:25:18 Throughout this series about college, all the economists we’ve spoken with have preached
    0:25:24 that a college education is perhaps the single best long run investment you could possibly
    0:25:25 make.
    0:25:28 But Donald Ruff’s students don’t always buy that argument.
    0:25:33 They’re seeing other examples where guys who’ve gotten degrees are now underemployed
    0:25:36 or unemployed, it doesn’t make sense to them.
    0:25:41 A college graduate is much more likely to be employed than someone who doesn’t go to college
    0:25:43 and they earn more too.
    0:25:49 That said, there’s no guarantee, especially these days, around 40% of recent college graduates
    0:25:55 are technically underemployed, meaning they have a job that doesn’t even require a degree,
    0:25:58 which also means it probably doesn’t pay very well.
    0:26:01 And there are other reasons to think about skipping college.
    0:26:06 Google has been a major disruptor with their certification programs.
    0:26:09 So a student who’s interested in technology, I don’t really need college, I can actually
    0:26:16 earn now and get these certifications and end up with a pretty good paying job.
    0:26:19 Colleges can’t continue to have these archaic degree programs.
    0:26:25 They have to figure out how do they have modern credentials and certifications where the students
    0:26:31 who are graduating are now pipelined into employment and there’s not a skilled deficiency.
    0:26:36 And some Eagle Academy graduates tell Donald Ruff they’ve got different plans entirely.
    0:26:43 Okay, listen, I can invest in cryptocurrency, I can be an Instagram influencer.
    0:26:50 What we need is some innovation that would help us educate more students at a lower cost.
    0:26:55 That again is the economist and former Vassar president, Catherine Hill.
    0:27:01 We need to figure out how to offer a better quality education at a lower price point.
    0:27:06 About 10 years ago, it seemed that had already been figured out, at least if you were watching
    0:27:09 CNN.
    0:27:12 The president of this new online partnership, which is what they’re calling it, Harvard
    0:27:17 and MIT says, this is the biggest change in education since the printing press.
    0:27:19 Is he overstating it?
    0:27:20 Not in the least.
    0:27:23 The way in which we educate will forever change.
    0:27:25 It has forever changed.
    0:27:28 Online education, it’s coming into its own.
    0:27:33 A batch of startup companies were promising to make a college education accessible to
    0:27:36 anyone with an internet connection.
    0:27:42 One firm, Coursera began offering online courses from name brand schools like Princeton, Stanford
    0:27:43 and Penn.
    0:27:48 They were called MOOCs or massive open online courses.
    0:27:54 As the New York Times put it in 2012, they would open higher education to hundreds of
    0:27:56 millions of people.
    0:28:00 They were also supposed to drive down the cost of education, which for decades has been
    0:28:04 rising way faster than inflation.
    0:28:08 Why have college costs increased so much?
    0:28:11 In retrospect, there are a lot of reasons.
    0:28:15 Many schools added layers of administration that didn’t used to exist.
    0:28:20 As college itself became more popular, it also became more of a consumer good, which meant
    0:28:26 competing for students by offering better dorms, better food, bigger fitness centers,
    0:28:29 more extravagant extracurriculars.
    0:28:34 The federal government also began making more loans available, which gave colleges the leeway
    0:28:36 to raise tuition further.
    0:28:42 But also, the primary mode of classroom education, a professor up front, a bunch of students
    0:28:45 in their seats, that didn’t change much.
    0:28:51 And therefore, higher ed didn’t take advantage of new technologies to become more productive,
    0:28:54 which is what happens in most industries.
    0:28:59 Colleges may hire a lot of adjunct professors to save on costs, but even so, they’re still
    0:29:07 paying humans a relatively high wage to perform a task that is not becoming more efficient.
    0:29:13 Economists call this cost disease, when productivity does not keep up with cost.
    0:29:17 Using students online, however, that was supposed to solve this problem.
    0:29:18 It was scalable.
    0:29:19 It was efficient.
    0:29:20 It was cheap.
    0:29:21 It was perfect.
    0:29:24 It was just one thing.
    0:29:26 Most people don’t like it.
    0:29:31 The best evidence for this was the COVID-19 shutdown.
    0:29:36 The whole world went online, and education went online.
    0:29:40 And we learned fundamentally that it just doesn’t work.
    0:29:46 That is Pano Canellis, who used to be president of St. John’s College in Annapolis, Maryland.
    0:29:50 Online education just doesn’t work, whether it’s for K through 12 or in higher education.
    0:29:55 That may be an overstatement, but there is evidence that online schooling doesn’t do
    0:29:58 what its boosters said it would.
    0:30:02 Some research has shown that students who go to class in person do better on several
    0:30:05 dimensions than the ones who study online.
    0:30:09 The in-person students get better grades, they’re more likely to do the follow-up coursework,
    0:30:11 and they’re more likely to graduate.
    0:30:15 And some of these are randomized studies, so they’re not just measuring the differences
    0:30:21 between the kind of students who choose in-person attendance over online.
    0:30:25 And there’s another piece of evidence in favor of in-person attendance.
    0:30:28 It’s what economists call revealed preferences.
    0:30:33 There are some corporations around Midtown Manhattan that are not fully back in person,
    0:30:34 right?
    0:30:38 Miguel Urquillola is an economist at Columbia who studies higher ed.
    0:30:41 On the other hand, if you go to a campus like Princeton, everyone is back in person.
    0:30:45 And to me, that reveals that what they’re selling is in part a personal experience,
    0:30:47 and that’s what people want to buy.
    0:30:51 So if online learning isn’t the answer, what is?
    0:30:54 Pano Kanellis has an idea.
    0:30:59 He thinks he knows why so many fewer people are enrolling in college these days, especially
    0:31:00 young men.
    0:31:07 One of the main promises of a college education is that it opens your mind to new ideas, new
    0:31:10 bodies of knowledge, new ways of thinking.
    0:31:14 But he says that on many college campuses, that promise is not being kept.
    0:31:21 I’ve spent a few decades in higher education, and I’ve had literally dozens of conversations
    0:31:28 with students and faculty who have felt the walls closing in the classroom or in the ambient
    0:31:30 culture of their institution.
    0:31:38 The statistics are out there. 66% of students in higher education say they self-censor.
    0:31:43 Self-censor, as in not speaking their minds, out of a concern they’ll be singled out as
    0:31:46 intolerant or politically incorrect.
    0:31:49 And yes, the statistics are out there.
    0:31:54 The Center for the Study of Partisanship and Ideology recently published research which
    0:32:02 found that more than 80% of Ph.D. students were “willing to discriminate against right-leaning
    0:32:03 scholars.”
    0:32:08 Meanwhile, more than a third of conservative professors and Ph.D. students say they have
    0:32:13 been “disciplined” or “threatened with discipline” for their views.
    0:32:19 It has long been established that college administrators and faculty members lean overwhelmingly
    0:32:25 left, so we shouldn’t be surprised they create environments conducive to students who do
    0:32:26 the same.
    0:32:32 And if you’re asking why college enrollment has been falling, especially among young men,
    0:32:38 well, in addition to all the reasons we’ve already heard about, including cost, one reason
    0:32:45 may be that a lot of potential college students simply feel unwelcome on most college campuses,
    0:32:48 and so Pano Canellis is doing something about that.
    0:32:54 The University of Austin is a university that’s in the process of being developed and built
    0:32:56 in Austin, Texas.
    0:32:59 It’s going to be America’s newest university.
    0:33:01 And Canellis is its first president.
    0:33:07 The University of Austin is presenting itself as a college devoted to liberal ideals of free
    0:33:12 speech as opposed to wokeism and political correctness.
    0:33:17 In 2023, the state of Texas gave them the go-ahead to award degrees.
    0:33:23 With $200 million in private donations, they plan to take in their inaugural class this
    0:33:28 fall, 100 students, and grow the student body to 1,000 by 2028.
    0:33:31 Look, universities will never be perfect places.
    0:33:37 I think what we need to do in higher education is make sure that we’re looking at these trends
    0:33:45 with our eyes wide open and doing what we can to minimize the pernicious effects of
    0:33:52 a culture that might be trying to disallow certain ideas or silence folks or punish especially
    0:33:58 young people, students for things that they may have said that are out of tune with prevailing
    0:33:59 orthodoxies.
    0:34:04 I mean, there are heartbreaking stories out there, and I can’t imagine something we should
    0:34:10 be taking more seriously than making sure that our students have the ability to be intellectually
    0:34:18 risky, to express themselves sincerely, to be wrong, to stand corrected, to correct other
    0:34:19 people.
    0:34:26 That kind of robust exchange of the things that we think we know or do know or believe
    0:34:30 to know, that’s how we learn both individually and as institutions.
    0:34:35 But Canelo says he also wants to reform the business side of higher ed.
    0:34:39 Higher education is locked in the iron triangle of finance.
    0:34:43 That is that the whole financial model is built upon three points.
    0:34:45 One is collecting tuition.
    0:34:49 The other is philanthropy, and the third is grants that come from outside.
    0:34:52 Each of those is problematic right now.
    0:34:56 Tuition is rising much more rapidly than families can afford.
    0:35:00 The grants and things that come from the outside are inconsistent.
    0:35:02 Money is declining.
    0:35:08 I think you have to radically reduce the operating expenses of the institution.
    0:35:14 Every single blade of grass that’s mowed, every single sushi bar, every single fountain,
    0:35:16 all of that is paid for by students.
    0:35:19 Administrative costs are vastly overblown.
    0:35:24 The recent article that Yale now has as many administrators as undergraduates, it’s fine.
    0:35:25 They’re Yale.
    0:35:26 I mean, it’s okay.
    0:35:27 I don’t know what those people do.
    0:35:32 Who’s the institution serving at that point?
    0:35:38 Well, you know, I think there are real issues of freedom of speech and independence and
    0:35:39 dialogue.
    0:35:43 That again is Morty Shapiro, the former president of Northwestern University.
    0:35:46 So what does he think of the new University of Austin?
    0:35:48 I kind of chuckled when I saw the whole thing.
    0:35:52 If you’re going to try to create a school, you probably don’t do it in the most rapidly
    0:35:55 rising real estate prices in the world, Austin.
    0:35:57 You know, look, I know how hard it is.
    0:35:58 This is my business.
    0:36:00 It’s hard to create a university.
    0:36:05 It helps to have a couple hundred years of history there.
    0:36:10 Whether or not it’s successful, the University of Austin is pursuing one traditional model
    0:36:16 of the American University, a high-minded exploration of big ideas.
    0:36:21 In concept at least, this fits into the elite competitive model of higher education.
    0:36:25 So that’s only one of the models we’ve been talking about during this series.
    0:36:30 What about all the other students and potential students who are looking for a more practical
    0:36:32 college experience?
    0:36:37 What if there was a place that combined a traditional college environment with a practical
    0:36:40 certification program?
    0:36:43 And what if the education was free?
    0:36:44 I didn’t go to college.
    0:36:48 There was no money, no money for me to go to college.
    0:36:53 Coming up after the break, one man’s plan to bring free college to students in Detroit.
    0:37:04 I’m Stephen Dubner, and you’re listening to Freakonomics Radio.
    0:37:10 At the start of this episode, we met Duane Edwards, who lives in Detroit, but grew up
    0:37:11 in Los Angeles.
    0:37:14 He was the youngest of six kids raised by a single mom.
    0:37:19 And he’d always been a talented artist, and he loved designing sneakers.
    0:37:24 I discovered kind of late in my senior year, I wanted to be a designer, and I didn’t know
    0:37:26 that you needed a portfolio.
    0:37:28 My guidance counselor didn’t know that.
    0:37:33 She actually discouraged me from being a designer, telling me that no black kid from Inglewood,
    0:37:35 whatever design shoes for a living.
    0:37:42 As someone who grew up without college as an option, if you had not had this drive and
    0:37:47 talent for designing sneakers, what do you think you would have wound up doing?
    0:37:52 In Inglewood, 18 is a win if I can get there alive or not in jail.
    0:37:56 21, a miracle if I’m not dead or in jail.
    0:38:00 I have some friends that are not here anymore, and I have some friends that are just getting
    0:38:01 out.
    0:38:04 That’s just part of growing up.
    0:38:09 But thanks to his talent, and with the help of some teachers, Edwards took a different
    0:38:10 path.
    0:38:13 He went on to become one of the top shoe designers in the country.
    0:38:18 He spent many years at Nike, working with Michael Jordan and Carmelo Anthony.
    0:38:21 He got more than 50 design patents.
    0:38:27 Along the way, he started hearing from kids who loved sneaker design as much as he did.
    0:38:31 That was the first time they saw someone who looked like them, and so they were just emailing
    0:38:36 me saying, “Hey, I really want to be a designer, and do you have any tips?”
    0:38:42 So I saw myself and them, and I started mentoring kids, and those kids would go to college, and
    0:38:47 then they would become my interns, and then they would become Nike employees, and they
    0:38:52 were sitting next to me drawing shoes, professionally getting paid, and that to me mattered a whole
    0:38:58 lot more than any athlete I ever worked for or any entertainer I ever worked with.
    0:39:04 In 2010, after a long stretch at Nike, Edwards took a sabbatical, and he created a course
    0:39:07 on shoe design at the University of Oregon.
    0:39:12 That was my first time going to college with teaching, so I’d never been there as a student.
    0:39:18 I crafted this two-week program, and it was two weeks, because in real time, that’s how
    0:39:21 much time we had to design a shoe from start to finish.
    0:39:26 And so I was like, “All right, let me design this course through the lens of either you’re
    0:39:31 going to love this or hate it, because there’s so much work in this intent.”
    0:39:35 After the two-week course, flew in 38 students.
    0:39:40 It was 14 days, 12 to 14 hours, every day straight through.
    0:39:42 We didn’t take a break, and the kids loved it.
    0:39:44 They didn’t want to leave.
    0:39:46 Edwards loved it, too.
    0:39:49 He wound up quitting his job at Nike.
    0:39:55 In partnership with the University of Oregon, he started the Pencil Footwear Design Academy.
    0:39:57 That’s P-E-N-S-O-L-E.
    0:40:02 Yeah, so I was born with the gift of drawing that I could see.
    0:40:06 Ever since I was a little person, I was using a number two pencil.
    0:40:10 When I wanted to create an academy of my own, I started thinking of names, and I was like,
    0:40:12 “Edwards Academy doesn’t sound right.
    0:40:14 Duane Academy doesn’t sound right.”
    0:40:19 And so I looked up the word “pencil,” and the phonetic spelling was P-E-N-S-O-L.
    0:40:23 And then I was like, “Oh, well, close to Seoul as in sneakers.”
    0:40:27 So I added an E on to it, and ultimately, it’s the marriage between the instrument that
    0:40:30 I use and the industry that I use it in.
    0:40:34 Before long, Edwards was invited to bring his program to some of the most established
    0:40:39 design schools, MIT, Parsons, the Colding School in Denmark.
    0:40:44 And so I was just immersed into curriculum and education and all these things, and then
    0:40:48 I started to realize school is all backwards.
    0:40:51 It’s just backwards.
    0:40:52 What do you mean by that?
    0:40:58 So, I researched the beginning of education, and it was a place that you would go to learn
    0:41:00 a skilled trade and get a job.
    0:41:01 Simple, right?
    0:41:02 Okay.
    0:41:05 Then colleges came, and then universities came, and it became a bigger mess.
    0:41:12 The part that was missing was the relationship between the school, the student, and the industry.
    0:41:17 School has become about money and not about what the kid is being taught and what happens
    0:41:20 when they graduate and can they get a job.
    0:41:28 As a hiring manager for 25 years, I’m seeing 500, 600 portfolios every year of some kid
    0:41:34 that has a mortgage payment because they graduated, and there’s no way in hell they’re getting
    0:41:35 a job.
    0:41:38 The school, the student, and the industry.
    0:41:42 They were connected at the very, very beginning, and the more we’ve went into this world of
    0:41:47 education, they’ve become further and further disconnected.
    0:41:51 With the Pencil Academy, Edwards wanted to reconnect all the actors.
    0:41:54 He set to work designing a different business model.
    0:41:58 One big focus was cutting the costs and not by a little bit.
    0:42:00 I knew I wanted it to be free.
    0:42:03 I just need to figure out how to make it free.
    0:42:07 So, was the answer to that basically have it funded by industry partners or potential
    0:42:08 industry partners?
    0:42:11 Yeah, because they’re the beneficiaries of the talent.
    0:42:16 So far, Pencil has partnered with shoe and apparel firms, including Nike, of course,
    0:42:22 but also Adidas and New Balance, as well as Jimmy Chu and Versace and brands like Herman
    0:42:23 Miller too.
    0:42:26 I went to corporations and I asked them, “What do you want?”
    0:42:30 They said that we would want the kids to be mature.
    0:42:34 We would want them to be responsible, and then we want them to have the skills and knowledge
    0:42:38 to be able to work as soon as we get them in.
    0:42:41 The problem was these kids were coming in immature.
    0:42:44 They were coming in not understanding time management.
    0:42:46 They were coming in not understanding professionalism.
    0:42:49 They weren’t taught those things in school.
    0:42:52 So Edwards taught professionalism.
    0:42:53 Simple things.
    0:42:56 Show up at 9 o’clock, 8.45 is on time.
    0:42:58 If you’re late, you do 50 push-ups per minute.
    0:43:00 Get out of here at school.
    0:43:01 At school.
    0:43:05 And then it got to a point where the kids were like, “This is not fair.”
    0:43:06 So they were like, “Well, what about other options?”
    0:43:10 Actually, a really good idea came from one of our employees who was a former student.
    0:43:15 He was like, “You should make the students, before the final presentation, explain to
    0:43:20 the brand how often they were late and how many minutes they were late.”
    0:43:21 So now they have a choice.
    0:43:22 Push-ups.
    0:43:30 Or you would admit your flaws to the person that’s trying to hire you.
    0:43:34 The vast majority of Pencil students so far are young men.
    0:43:40 If Edwards can grow Pencil like he wants to grow it, that might shrink the male college
    0:43:42 student deficit a little bit.
    0:43:48 But where was he going to build this academy that offered a free education and a job afterwards?
    0:43:55 Well, he had recently learned about an abandoned college that used to train women for good jobs
    0:43:59 in a thriving industry, the Lewis College of Business in Detroit.
    0:44:03 A friend of mine, he lives in Detroit, and we were just having a conversation, and he’s
    0:44:07 like, “Yeah, Detroit used to have an HBC, I’m like, “Wait, wait, stop, time out, what?”
    0:44:13 It took some doing and some legal maneuvering, but with the help of Michigan politicians,
    0:44:15 Duane Edwards reopened Lewis College.
    0:44:20 It is the first time a historically black school has been reopened.
    0:44:25 Edwards thinks the HBCU designation will be particularly helpful in cultivating black
    0:44:26 design talent.
    0:44:31 We’re still so far behind within the design industry, multiple industries.
    0:44:36 I did a study like three years ago, it’s probably worse now, but three years ago, there’s 96
    0:44:39 design schools and colleges in the United States.
    0:44:46 Average enrollment is less than 10% of African-Americans, 2% graduate, and I would argue 1% of the two
    0:44:50 is not good enough to hire anyway, so it’s really 1%.
    0:44:53 And that’s the number Edwards wants to raise.
    0:44:58 The new college is called the Pencil Lewis College of Business and Design.
    0:45:00 Classes have just started.
    0:45:05 For now, the program is still relatively short, but they’re growing.
    0:45:09 Here this year, state and city leaders came together for the opening of the school’s
    0:45:14 Foot Locker Footwear Creation Studio, which mimics a corporate design office.
    0:45:18 So we started off at two weeks, now we’re five weeks to 12 weeks, and then we’re going
    0:45:20 to grow into two years.
    0:45:24 And so we partner with the brands, and when I say we partner with the brands, if you’re
    0:45:29 an Adidas and you want to do a program with us, all right, we sit down and craft the curriculum
    0:45:35 together, exactly what you want the kids to learn, how many students you want, exactly
    0:45:38 what professions you want them to learn in.
    0:45:42 So we co-create everything with the brand, so everything we do is really customized for
    0:45:44 every person that we work with.
    0:45:49 Unlike a lot of college programs these days, the goal here is concrete.
    0:45:54 Each of those programs lead to some form of internship for the students, for a select
    0:45:59 number of students in that class, whenever we have programs, at the end of it, there’s
    0:46:03 kids are getting jobs at the end of those programs.
    0:46:07 The school’s graduates have already gone on to work for companies like Nike, Adidas,
    0:46:09 and Carhart.
    0:46:14 Last year, they launched a three-year partnership with PepsiCo to help develop black designers.
    0:46:18 Edwards does not see himself as any sort of college revolutionary.
    0:46:24 He sees himself as someone who realized that college has become too expensive, too inaccessible,
    0:46:30 and too divorced from its original goals, and then he found a way to do something about
    0:46:31 it.
    0:46:35 All we did was borrow from nursing schools and welding schools and electrical schools
    0:46:37 and carpentry.
    0:46:40 We didn’t really invent anything.
    0:46:44 Our roots are in those jobs that built this country, right?
    0:46:47 So I do think education is headed for a shift.
    0:46:54 It is headed from the traditional way of doing things into a more entrepreneurial, more corporate
    0:47:01 structure that is more geared towards ROIs and pure career development.
    0:47:06 I do think that that is where we’re headed.
    0:47:08 Do you think that’s where we’re headed?
    0:47:10 Do you like that direction?
    0:47:14 I’d love to hear what you thought about this episode and this whole series.
    0:47:17 Freakonomous Radio goes back to school.
    0:47:21 Tell us what you liked, what you didn’t, what we missed, what you’d like to hear in the
    0:47:22 future.
    0:47:27 Also, how do you feel in general about these occasional series we produce?
    0:47:33 All your feedback is welcome, always, at radio@freakonomics.com.
    0:47:37 Coming up next time on the show, there is something that most of us do all day, every
    0:47:42 day that we think is good for us, but it is not.
    0:47:46 It turns out the faster people switch attention, the greater is the number.
    0:47:52 The research shows that you have a loss of productivity when you’re trying to multitask,
    0:47:54 just the opposite of what you think.
    0:47:58 Why do we humans spend so much time trying to act like computers?
    0:48:01 There isn’t a sort of block your bus, like we could build that.
    0:48:02 Should we build that?
    0:48:03 I don’t know that we should.
    0:48:06 That’s next time on the show.
    0:48:10 Until then, take care of yourself and, if you can, someone else too.
    0:48:13 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    0:48:18 You can find our entire archive on any podcast app and also at Freakonomics.com where we
    0:48:21 publish transcripts and show notes.
    0:48:26 This episode was produced by Zach Lipinski with help from Dalvin Aboashi.
    0:48:31 Our staff also includes Alina Kulman, Augusta Chapman, Eleanor Osborne, Ellen Frankman,
    0:48:36 Elsa Hernandez, Gabriel Roth, Greg Rippen, Jasmine Klinger, Jeremy Johnston, John Schnars,
    0:48:41 Julie Kanfer, Lyric Bowditch, Morgan Levy, Neal Karuth, Rebecca Lee Douglas, Sarah Lilly,
    0:48:42 and Teo Jacobs.
    0:48:45 Our theme song is Mr. Fortune by the Hitchhikers.
    0:48:48 Our composer is Luis Guerra.
    0:48:51 As always, thank you for listening.
    0:48:57 The way that they go to school, you don’t go to work two days a week for a couple hours
    0:48:58 every day.
    0:48:59 Hey, speak for yourself.
    0:49:00 I’m pretty lazy.
    0:49:13 The Freakonomics Radio Network, the hidden side of everything.
    0:49:15 (upbeat music)
    0:49:17 you

    Educators and economists tell us all the reasons college enrollment has been dropping, especially for men, and how to stop the bleeding. (Part 3 of our series from 2022, “Freakonomics Radio Goes Back to School.”)

     

    • SOURCES:
      • Zachary Bleemer, assistant professor of economics at Princeton University and faculty research fellow at the National Bureau of Economic Research.
      • D’Wayne Edwards, founder and President of Pensole Lewis College.
      • Catharine Hill, former president of Vassar College; trustee at Yale University; and managing director at Ithaka S+R.
      • Pano Kanelos, founding president of the University of Austin.
      • Amalia Miller, professor of economics at the University of Virginia.
      • Donald Ruff, president and C.E.O. of the Eagle Academy Foundation.
      • Morton Schapiro, professor of economics and former president of Northwestern University.
      • Ruth Simmons, former president of Smith College, Brown University, and Prairie View A&M University.
      • Miguel Urquiola, professor of economics at Columbia University.

     

     

  • EXTRA: Why Quitting Is Usually Worth It

    AI transcript
    0:00:07 Hey there, it’s Steven Dubner and we have got a bonus episode for you today.
    0:00:12 The roots of this one go back to 2023 when we published a four-part series called How
    0:00:14 to Succeed at Failing.
    0:00:18 One of the hardest questions we asked was, how do you know when it’s time to give up
    0:00:19 on something?
    0:00:24 It’s a question of what kind of resources you have, what’s your tolerance for pain,
    0:00:26 what are the alternatives.
    0:00:32 Was that kind of reluctance to admit that you’ve wasted all of these resources?
    0:00:38 The problem is that quitting is usually seen as an admission of failure.
    0:00:42 I would argue that view needs a serious rethink.
    0:00:48 Some quitting is productive if it keeps you sane or keeps you from wasting time.
    0:00:54 And then there’s quitting while you’re ahead, while you’re way, way ahead, like David Duchovny
    0:00:55 did.
    0:01:01 That was the biggest success I could ever quit, like a global phenomenon of a show.
    0:01:07 Duchovny is, among other things, an actor, and the TV show he quit was The X-Files.
    0:01:11 Some critics say it is the show that most shaped modern TV.
    0:01:17 I just knew that I had done everything I could in that format.
    0:01:20 It felt like it was going to be my whole life at that point.
    0:01:25 If I went any longer, I was going to be doing karaoke, me, whatever that was.
    0:01:29 So it was like a lifesaving thing for me to do it.
    0:01:37 Duchovny didn’t quit acting, but he did spread out music, writing, parenting, and recently
    0:01:38 he started a podcast.
    0:01:40 It’s called “Fail Better.”
    0:01:45 Now, why make an entire show about failure?
    0:01:46 Here’s why.
    0:01:48 I don’t think I’ve ever learned anything from success.
    0:01:54 Duchovny invited me to be a guest on his show, and since I think he’s an interesting person
    0:01:58 and I think failure is an interesting topic, I took him up on it.
    0:02:01 So that is the conversation you are about to hear today.
    0:02:05 If you want to hear more, Duchovny, just search for “Fail Better” in your podcast
    0:02:07 app and give it a follow.
    0:02:24 If you want to hear more of me, well, you’re already in the right place for that.
    0:02:29 This is Freakonomics Radio, the podcast that explores the hidden side of everything.
    0:02:35 With your host, Stephen Dubner, appearing today as a guest on the podcast “Fail Better”
    0:02:38 with David Duchovny.
    0:02:46 I’ve quit a bunch of things in my life, probably, but the most glaring of those is graduate school.
    0:02:52 So I quit on getting my PhD in English literature from Yale in the mid-80s, and it was something
    0:02:58 that my mother, till the day she died, asked me if I was going to go finish my PhD.
    0:03:05 But I wish that I had, if only because I would like my credit to read such and such a role
    0:03:08 played by Dr. David Duchovny, I think would be fun.
    0:03:14 Or Dr. So-and-so played by Dr. David Duchovny, that would be meta-meta.
    0:03:18 And as much as I joke about it, it hurts not to complete something.
    0:03:22 It hurts to quit on something.
    0:03:26 My consolation, however, is that I did go a long way.
    0:03:30 I went as far as the dissertation.
    0:03:32 There was never one moment where I decided to quit.
    0:03:35 I kind of faded away from graduate school because I had started acting.
    0:03:40 I had started riding my bicycle to the train station in New Haven, getting off at Penn
    0:03:44 Station in New York, riding my bicycle to my acting class and riding it back.
    0:03:49 So I was living kind of a dual existence between New Haven graduate school and English literature
    0:03:52 and starting to think about acting.
    0:03:57 And as I went further along, started working harder to try to become an actor, started going
    0:04:02 on auditions, started going to L.A., I never really left.
    0:04:11 It’s possible that they’re still expecting my dissertation at this point.
    0:04:17 I’m David Duchovny, and this has failed better, a show where failure, not success, shapes
    0:04:22 who we are.
    0:04:26 Stephen Dubner is the host of the podcast Freakonomics Radio.
    0:04:31 He’s made that brand his life after co-writing Freakonomics back in 2005, which I read back
    0:04:33 in 2005, and it blew me away.
    0:04:39 I couldn’t believe the kinds of questions that he was asking that made sense.
    0:04:42 And in that way, asking questions, let’s say it’s Socratic.
    0:04:45 That was the Socratic method, was asking questions.
    0:04:51 So I look at him not just as an economics, brilliant economics guy, but he’s also kind
    0:04:54 of an intellectual and a spiritual guy for our time.
    0:04:58 He recently had a series on the show called How to Succeed at Failing.
    0:05:02 Of course, he comes to us as a failure expert, not only because of that series, but because
    0:05:06 of his own false starts and wrong turns, which you’ll hear about.
    0:05:12 He quit a successful band, quit the New York Times, and we both quit PhD programs.
    0:05:14 And he’s such a podcast veteran.
    0:05:16 He’s an icon of the podcast.
    0:05:27 So of course, he kind of welcomed me to the club, which was sweet.
    0:05:31 So David, are you excited about having a podcast?
    0:05:35 I’m the last one not to have one, so I’m happy.
    0:05:39 Yeah, but most of the people who started them out of FOMO have stopped by now.
    0:05:40 So it’s actually like a–
    0:05:41 That’s true.
    0:05:42 It’s a good new moment.
    0:05:43 Right.
    0:05:44 Well, you were early.
    0:05:46 I mean, you’re a trendsetter.
    0:05:48 Yeah, I thought I was late, Julie.
    0:05:49 At the time, you thought you were late?
    0:05:50 It’s a good lesson.
    0:05:56 Like, a lot of times when you think you’re too late, you’re just stupid.
    0:06:03 No, I want to talk about– I mean, I know where I’m coming from on failure.
    0:06:04 I just know.
    0:06:06 I know my soul.
    0:06:12 But I’m interested to hear, what’s your origin story of failure?
    0:06:18 I am scarred by seemingly minor failures from youth, as probably we all are– I don’t know
    0:06:19 if we all are.
    0:06:22 I mean, right off the top of my head, I can think of at least three, which I won’t bore
    0:06:23 you with all of them.
    0:06:24 But I will say this.
    0:06:32 I think my feeling about failure was also informed by my family’s religious orientation.
    0:06:35 So I had a weird family religiously.
    0:06:41 My parents were both Brooklyn-born Jews, kind of standard issue Brooklyn Jews, right?
    0:06:43 They both came from immigrant parents.
    0:06:48 And long story short, the two of them, my parents, before they met each other, but during World
    0:06:52 War II, which was not insignificant, they both converted to Catholicism.
    0:06:56 They both became extremely devout and believing Catholics.
    0:07:01 Was it an attempt to assimilate further on their point, or was it merely they just felt
    0:07:02 better in that religion?
    0:07:08 The short answer is that neither of them, I would say, were really about assimilating,
    0:07:13 and neither of them were moving away from being Jewish because of anti-Semitism.
    0:07:18 But really, they were both very, very deeply spiritual people, humans, as evidenced by
    0:07:23 the fact that when they converted, they became among the most devout Catholics I knew, and
    0:07:26 we hung out with only Catholics.
    0:07:29 The end of the story is that years later, when I moved to New York in my 20s, I ended
    0:07:33 up becoming Jewish, or returning to being Jewish.
    0:07:38 But I was Catholic for the formation, and the notion that gave me the most pause, I’ll
    0:07:41 put it that way, was the idea of original sin.
    0:07:45 This idea that when you start, you’ve got a black mark on you.
    0:07:46 You failed already.
    0:07:48 I didn’t like that idea.
    0:07:51 You were conscious as a child of not liking that idea.
    0:07:52 Oh, yeah.
    0:07:57 It’s a big idea when you grow up that way, because you’re living your life to try to
    0:08:02 essentially erase or supersede the failure that you were born with.
    0:08:05 And I remember being like 10, 11, thinking, “What kind of God?”
    0:08:07 I say it in an old Jewish man voice.
    0:08:13 What kind of God is it that would have me love him or it for having marked me with this
    0:08:14 failure?
    0:08:15 Yeah.
    0:08:18 I’m going to disparage Christianity or Catholicism, because many of my best friends and most
    0:08:20 of my family members are there.
    0:08:21 Right.
    0:08:25 But I did not like, you know, failure hurts.
    0:08:26 And you know what else hurts?
    0:08:28 And this is the other thing.
    0:08:32 Being accused of something you didn’t do, I find, is one of the greatest injustices
    0:08:33 in life.
    0:08:36 You think, again, you felt punished because you were born into the world, and now you
    0:08:39 got to work off your sentence in a way.
    0:08:43 So anyway, yeah, failure burned me deeply.
    0:08:49 And I made, you know, so I was a musician, and when I was probably 12, 13, somewhere
    0:08:54 in there, I was asked to play the organ for the high school graduation, pomp and circumstance.
    0:09:00 And there’s this big, massive organ that was backstage in the auditorium.
    0:09:02 And I f**ked up.
    0:09:05 I like didn’t rehearse enough.
    0:09:12 I rehearsed at home on the piano, but then when I got on it during the ceremony, I couldn’t
    0:09:15 quite hear myself, and I started getting lost.
    0:09:20 I didn’t really read music, so I was playing by ear, and you can’t stop playing when there’s
    0:09:22 a processional or whatever you call it.
    0:09:28 So I just started vamping, and like I grew up playing like Chicago blues piano.
    0:09:30 So you’re playing Boogie Woogie?
    0:09:34 Yeah, I feel my forehead heating up now with shame.
    0:09:40 And so it was a horrible experience, and the lesson I learned from that is you can never
    0:09:45 over prepare for anything, and if something matters to you, you need to suss out all the
    0:09:48 elements and figure out how to solve for them.
    0:09:56 So at a similar failure like that, when I was around the same age, I was the live announcer
    0:09:59 for the lineups of the Varsity Basketball.
    0:10:02 So you know, Varsity Basketball in a little town is a big deal.
    0:10:06 It’s the biggest event in town every, whatever, Friday night.
    0:10:12 And so all I had were the lineup that the opposing team had submitted, and it just had last names.
    0:10:16 Now I knew the first names of the guys on our team, because it was a small, you know,
    0:10:17 you knew everybody.
    0:10:20 So I get up there and I say, “Johnson!”
    0:10:21 “What?”
    0:10:26 It sounded like really bad names of pro wrestlers, you know?
    0:10:27 No first names.
    0:10:34 I just felt like an idiot, but these failures help because they burn at you.
    0:10:36 Well, these are very public.
    0:10:38 These are very public failures.
    0:10:43 It’s funny you say that because I don’t even consider failing in private failure.
    0:10:45 I consider that experimentation.
    0:10:46 No I’m serious.
    0:10:49 Well, that’s very, that’s very healthy of you.
    0:10:53 No, I mean, do you consider a, well, what do you mean by a private failure?
    0:10:56 It’s a good question.
    0:11:01 You know, you have discussions in your work about, you know, different types of failure
    0:11:02 as well.
    0:11:06 Like, and I think of sins of omission and sins of commission, you know, in the Catholic
    0:11:10 Church, and I would say the private failures were like sins of omission, you know, just
    0:11:15 thinking I was not a kind person today or something like that, or I should have said
    0:11:18 something in that, you know, something I didn’t do, mostly.
    0:11:22 You know, the minute you say it though, the difference between private and public, I realize
    0:11:27 this is probably not a healthy thing, but I totally cordon them off.
    0:11:31 Like if I’m the only one who knows that I failed, like let’s say I failed to be kinder
    0:11:38 to help someone that I could ever should have, I consider that a misdemeanor at worst.
    0:11:39 You know what I mean?
    0:11:40 Yeah.
    0:11:43 Whereas if you do it in public, but I don’t, I don’t, you know, I wonder if that’s a good,
    0:11:46 it might be a good thing, actually, because…
    0:11:49 Well, I think it brings the shame into it, you know, which is terrible and motivating,
    0:11:52 but it’s a master.
    0:11:56 And sometimes I wonder, how are we ever going to learn from other people’s failures?
    0:12:02 How do we release the shame enough to allow people to start to heal themselves through
    0:12:03 other people’s failure?
    0:12:08 Or is that just, is that just a dream that you have to go through the hard pain of shame
    0:12:11 and failure in order to come out the other side?
    0:12:17 I don’t consider myself very good at many things, but one thing that I’ve only recently
    0:12:22 realized is I’ve gotten a lot older that I’m pretty good at, is I’m just good at observing.
    0:12:25 And I always thought that everybody does that.
    0:12:30 So we just did this freak radio series on Richard Feynman, the physicist who is a kind
    0:12:31 of hero of mine.
    0:12:36 And one thing that I loved about him is that he was just observant.
    0:12:44 And I think the one advantage I had in failing a lot in all my failures is that, and maybe
    0:12:49 this was Catholicism, honestly, because, you know, one thing about growing up very religious
    0:12:57 is you are trained to constantly inspect your behaviors and decisions and choices and usually
    0:12:59 declare them rotten.
    0:13:00 Right.
    0:13:01 And then you have to make up for them.
    0:13:03 But then there’s forgiveness.
    0:13:07 Well, forgiveness within the Catholic Church never felt great.
    0:13:08 No.
    0:13:09 No.
    0:13:13 It was like, you know, 10 Hail Marys and then you’re kind of free to go.
    0:13:18 Look, I’m just going to be honest, I’m a big believer in positive reinforcement.
    0:13:19 I really am.
    0:13:21 And I’m not a big believer in negative reinforcement.
    0:13:24 And I’ve been in both kinds of environments.
    0:13:26 I used to work at the New York Times, which I loved.
    0:13:31 And I was, you know, my dad was a newspaper man for small papers upstate New York.
    0:13:34 And when I got hired at the New York Times, he’d been dead long time.
    0:13:35 He died when I was a kid.
    0:13:40 But all I could think about was, oh my gosh, I wish I could tell my dad, this is awesome.
    0:13:45 And then I got to the Times and I was proud of being there.
    0:13:48 I did a lot of work that I really, really enjoyed.
    0:13:53 But one thing I realized about it is it was an institution built on negative reinforcement.
    0:14:00 Many people did a lot of their work with an eye toward not f***ing up because the penalties
    0:14:02 were really severe.
    0:14:05 And I think when you’re a creative person of any kind, and I would argue everybody’s
    0:14:10 a creative person, it’s just it gets beaten out of us in certain occupations and realms.
    0:14:14 You can’t create out of fear and negativity.
    0:14:21 So because I just for some reason believe that when I have a failure, whether it’s messing
    0:14:26 up with pomp and circumstance, messing up as a basketball announcer, I internalized it.
    0:14:31 And I guess I do feel shame the way you were describing, but I do think if you call every
    0:14:38 failure an experiment that didn’t go the way you wanted it to, then that can project you
    0:14:43 onto a more positive route, which is to say, you know, like all the great scientists, all
    0:14:49 the great thinkers ever, they’ve all failed way, way, way, way, way more than they succeeded.
    0:14:51 That’s just the way it is.
    0:14:58 But we who look at their work from a remove, and there’s a thing called survivorship bias,
    0:15:01 which is we only look at the successes.
    0:15:04 And that is just a very immature way of being a human.
    0:15:07 You have to recognize that everybody is failing all the time.
    0:15:12 And if that’s the case, then you can process that however you want.
    0:15:17 You can process it negatively, beat yourself up, exhibit shame, be afraid to interact with
    0:15:22 people or put yourself in pressure situations because you’re afraid of it.
    0:15:26 Or you can look at it like a scientist or an artist and say, you know, I’m going to
    0:15:33 write this first scene, you know, 80 times, and it might be the eighth one that was good,
    0:15:35 but you’re never really going to know until you get there.
    0:15:36 Life is an experiment.
    0:15:42 I mean, I may sound pollyannish now, but I think if you look at it positively like that,
    0:15:43 then failure can be thrilling.
    0:15:45 It really can.
    0:15:46 It’s information.
    0:15:47 It’s feedback.
    0:15:48 It is.
    0:15:49 It can be liberating for sure.
    0:15:53 But I would just, I think it’s a beautiful way to look at the world.
    0:15:55 It’s a beautiful way to look at experience.
    0:15:57 It’s a beautiful way to look at education.
    0:16:05 But there’s a lot in my life experience that says you don’t learn unless something hurts,
    0:16:07 you know, in many ways.
    0:16:12 And I don’t mean hurts necessarily in terms of shame or, you know, public shame or something
    0:16:13 like that.
    0:16:16 But Nietzsche said, we only remember that which gives us pain, you know.
    0:16:19 And I want to have the world as you describe it.
    0:16:22 I want to educate children as you describe it.
    0:16:28 I want to live in that world, but I’m afraid that human nature is such that I can’t.
    0:16:33 I have to touch the stove and it has to hurt or else I ain’t going to learn it.
    0:16:34 Look, I don’t disagree.
    0:16:39 It causes pain, but then you have a choice of what to do with the pain.
    0:16:41 The pain is a piece of feedback.
    0:16:42 That’s all it is.
    0:16:44 It’s not a judgment on your soul.
    0:16:47 It’s a piece of feedback.
    0:16:52 Coming up after the break, David Duchovny and I talk about living with the struggle.
    0:16:58 I’m Stephen Dubner and this is a bonus episode featuring Duchovny’s podcast, Fail Better.
    0:16:58 We will be right back.
    0:17:13 Okay, here is more of my conversation with David Duchovny from his podcast, Fail Better.
    0:17:18 You’re hearing a lot more of me talking in this episode than you usually do on Freakin’
    0:17:19 Umics Radio.
    0:17:25 If you are starting to get a bit sick of me, well, that makes two of us, but it’s only
    0:17:30 for today, I promise.
    0:17:34 So I have a friend, Angela Duckworth, wrote this book called “Grit.”
    0:17:37 And we made a podcast together for a few years and I learned a great deal from her and she
    0:17:43 learned a great deal from Marty Seligman, who’s considered one of the founders of positive
    0:17:44 psychology.
    0:17:47 And I remember when I first started reading about positive psychology, I was a lot younger
    0:17:49 and I was like, “Oh, that is so foolish.
    0:17:50 There’s no way.
    0:17:51 That can’t work.”
    0:17:59 But I’ve since gradually become convinced that it is, on average, a better way to process
    0:18:02 your own fears and failures, et cetera.
    0:18:06 Not to ignore them, not to sweep them under the rug, but to really process them whenever
    0:18:09 you fail, you really inspect it.
    0:18:13 You examine it just like you would if you’re a golfer, you look at your data on all your
    0:18:14 swings.
    0:18:18 If you’re a musician, you listen back to your recordings and you think, “What’s exactly
    0:18:20 going on here?”
    0:18:24 And then you move forward with passion and perseverance of the words that Angela Duckworth
    0:18:25 would use.
    0:18:32 It very much dovetails into my son when you’re raising your kids and I’m sure you are as
    0:18:39 perplexed as any parent about how they come into the world with their own set of valences
    0:18:42 and directions and instincts.
    0:18:44 And they’re just complete.
    0:18:45 They’re not tabula rasa.
    0:18:48 They don’t appear that way when they come in.
    0:18:51 They’re full tables.
    0:18:59 So let’s say my son, I’d call him a stoic from a very early age and he would speculate
    0:19:05 the worst and his mom and I were very perplexed at where does this, what we thought of as
    0:19:09 pessimism come from?
    0:19:15 And eventually we just came to the conclusion that he was softening the blow that might
    0:19:16 come.
    0:19:20 You know, should the worst happen, he’s rehearsing it.
    0:19:25 So you could say, yes, positive thinking maybe creates a positive world.
    0:19:26 I don’t know.
    0:19:27 You draw positive energy to you.
    0:19:28 I don’t know.
    0:19:33 But there’s also an argument to be made for negative thinking or stoicism, which is, well,
    0:19:38 should the worst happen, at least I will have rehearsed it in my mind and I won’t be blindsided
    0:19:39 from it.
    0:19:40 It won’t kill me.
    0:19:41 Yeah.
    0:19:42 That’s interesting.
    0:19:44 This is a topic I think about a lot.
    0:19:46 It sounds like you like to live with the struggle.
    0:19:47 Oh, I do.
    0:19:50 I mean, I do.
    0:19:56 I’m attached to it in a way that may be unhealthy or it may be mature and it may be that I like
    0:19:59 to live with less struggle.
    0:20:01 I’m impatient when there’s a problem.
    0:20:07 I like to get at it and get it to some kind of resolution, but I don’t like to live with
    0:20:08 the problem.
    0:20:09 Yeah.
    0:20:10 Yeah.
    0:20:14 I guess I feel like living with the problem is the point, you know, sometimes.
    0:20:15 Yeah.
    0:20:17 I mean, that’s, you know, some would argue that’s the human condition.
    0:20:23 I do call you a spiritual teacher because I really see the way you work through these
    0:20:25 problems as being part of a spiritual tradition.
    0:20:31 And I’d love to talk about the Christ philosophy is really one of failure is the meek shall
    0:20:33 inherit the earth.
    0:20:39 And that would seem to me to resonate with you, Stephen, as part of the Christian message
    0:20:40 is really one.
    0:20:45 It’s an upside down message of in the Roman world, really, which was one of strength and
    0:20:46 victory.
    0:20:51 So you had a religion of the downtrodden of the meek.
    0:20:53 And I wonder why that didn’t resonate for you.
    0:20:59 And what is it in Judaism that did resonate for you in terms of what is clearly your life’s
    0:21:04 work around failure and thinking outside the box and innovation and that?
    0:21:05 Yeah.
    0:21:10 So I do wish that there were more conversations about religion, theology, spirituality within
    0:21:15 an intellectual perspective, but religion has really become sidelined in that regard.
    0:21:21 And I think for good reason, which is I think a lot of the most prominent religious figures
    0:21:27 are not really approaching things from a, you know, not just intellectual perspective,
    0:21:30 but even a kind of universal perspective.
    0:21:34 You know, my favorite thing about Christianity is that there are billions of people around
    0:21:35 the world praying to a rabbi all the time.
    0:21:37 I mean, that’s just cool.
    0:21:41 I mean, Jesus was a rabbi for those who are not aware of the history.
    0:21:43 And that’s probably a magician as well.
    0:21:44 Right.
    0:21:45 Loves, fishes, you name it.
    0:21:46 War on the wine.
    0:21:47 Where was it hidden?
    0:21:50 He had a rabbit somewhere in a hat.
    0:21:57 So with Judaism, I was attracted to it for a specific set of reasons.
    0:22:01 As I mentioned, my parents were Jewish, lived in very Jewish families, but then by the time
    0:22:03 I was a kid, they were no longer Jewish.
    0:22:09 But then when I moved to New York City from upstate New York in my 20s, New York is a
    0:22:10 very Jewish city.
    0:22:16 And so a lot of my teachers, a mentor or two or three, even, you know, a lot of them were
    0:22:19 Jewish and I just began to absorb this Jewish history.
    0:22:22 And then I began to think about, oh, my parents used to be this thing.
    0:22:23 Right.
    0:22:24 I don’t really know what this thing is.
    0:22:26 I should figure out what this thing is.
    0:22:30 Then in the course of doing that, I felt myself just slipping into it.
    0:22:35 But then because I was religious by nature as a kid, or at least religious by experience,
    0:22:38 I did begin to learn the religion of Judaism.
    0:22:40 And there were some things that really resonated with me.
    0:22:45 This notion of tycoon olam and Judaism, which is the idea of fixing the world, repairing
    0:22:50 the world, and the idea is that you should really live your life in service of making
    0:22:53 things better, as basic as that sounds.
    0:22:56 It’s not about triumph.
    0:22:58 It’s not about escaping evil.
    0:23:04 It’s about trying to, you know, there’s a line in Tom and turn it and turn it and turn
    0:23:07 it for everything is in it.
    0:23:09 And the it is, it’s the tradition.
    0:23:13 And so Jews for, you know, many, many, many, many centuries have been arguing and talking
    0:23:18 about, you know, what is this thing, whatever the thing is in front of you could be a political
    0:23:22 issue, could be a food, whatever, turn it and turn it and turn it and keep trying to
    0:23:23 figure it out.
    0:23:24 Debate it.
    0:23:25 Debate it.
    0:23:26 And debate is good.
    0:23:31 Well, here, Steven, this is, it gets back to me, conceiving of you as a spiritual teacher,
    0:23:35 because, well, first of all, you like off because that’s amazing to me, because I can’t
    0:23:36 stand that game.
    0:23:37 Yeah, I love it.
    0:23:40 I took it up maybe 15 years ago.
    0:23:42 But wow, do I love it?
    0:23:46 I think when I was a kid, when I was playing music, you know, for anybody who plays music
    0:23:54 or any sport or anybody who does anything like that, there’s such a thrill of learning.
    0:24:00 And you know, it’s ridiculous to me that we delegate most of the learning in our society
    0:24:01 to kids.
    0:24:05 Like, you got to go to school and they’re all set, but then once you become an adult,
    0:24:08 you’re just like this block of thing that doesn’t really.
    0:24:10 You’re supposed to do what you’ve been doing.
    0:24:11 Yeah.
    0:24:12 I don’t like that idea.
    0:24:13 I don’t like it either, Steven.
    0:24:19 I’ve started two different careers after the age of 50 as a writer and as a musician, and
    0:24:23 I care if you like it or not, but I don’t care as deeply as I might have cared once about
    0:24:27 whether you like my acting, because my bread and butter, you know, was that and I had to
    0:24:30 succeed in order to keep on doing it.
    0:24:35 But the state of mind that I get to, because I just learned how to play guitar 10 years
    0:24:36 ago.
    0:24:37 Seriously?
    0:24:38 Yeah.
    0:24:39 Are you good now?
    0:24:40 No, no, I’m not good, but I’m good enough to write.
    0:24:44 I’m good when I write because I’m good with words and now I got the chords and I can hear
    0:24:50 melodies even though I can’t really sing that well, but I hear the melodies and I’m 19 in
    0:24:51 my head when that’s happened.
    0:24:56 No, honestly, my brain isn’t spongy like it was when I was 19, and that’s why I’ll never
    0:25:03 be a great player, but the mindset that I get, the kind of soul sustenance that I get
    0:25:06 even when I write, I’ve been writing my whole life, but I didn’t really start to focus on
    0:25:10 it till the last 10 years.
    0:25:14 It’s like the fountain of youth inside.
    0:25:19 After the break, we hear about quitting the X-Files and how Bruce Springsteen inadvertently
    0:25:22 gave me some career advice.
    0:25:24 I’m Stephen Dubner.
    0:25:39 You’re listening to a bonus episode from David Duchovny’s podcast, Fail Better.
    0:25:43 Before the break, David Duchovny got me talking about golf.
    0:25:48 Really is about the thrill of learning new things as an adult, but because I love golf,
    0:25:52 that’s where my mind went.
    0:25:59 What I love about golf is you are trying to get your mind to cooperate with your body
    0:26:05 in a way that is kind of like music, kind of like writing, kind of like business, but
    0:26:06 different than all of them.
    0:26:07 And it’s really hard.
    0:26:10 And when you sync it up, it feels good.
    0:26:15 And I like being a person that gets older, learning to do new things because I believe
    0:26:21 one of the most powerful emotions that any of us can have is the feeling of accomplishment.
    0:26:23 And failure is a part of accomplishment.
    0:26:24 It’s just simple as that.
    0:26:29 So if you want to get the high of accomplishing, you have to go through failure to get it.
    0:26:32 And I look at it as like the work that you do.
    0:26:36 Failure is the work that you do to get to the thing you want, knowing that you might
    0:26:39 not even get to the thing you want, but you’re still going to be better off having tried.
    0:26:42 That’s the way I look at failure overall.
    0:26:44 But there is a point at which you say quit.
    0:26:47 I mean, I’ve quit so many things, David.
    0:26:52 The first big thing I quit, other than Catholicism, I guess, was music.
    0:26:58 So I played music, I said, as a kid, was in bands in high school, not good.
    0:27:03 And then I got in a band in college with another guy named Jeffrey Dean Foster, who was really
    0:27:04 good.
    0:27:06 And we just synced up.
    0:27:08 We were both raw, but we got good together.
    0:27:12 We had a band, two other, three other very good guys.
    0:27:15 And then we ended up going through all the stuff you go to traveling, touring, being
    0:27:19 bad, playing covers, starting to write songs, et cetera, et cetera.
    0:27:23 And then we ended up getting a record deal, moved to New York, start making the record.
    0:27:30 And it had been a couple of years of being heading towards success and a series of events
    0:27:35 over those couple of years that kind of lodged themselves in my brain, including getting to
    0:27:41 meet Bruce Springsteen one night backstage when he came to sit in with this little band
    0:27:42 called the Del Fuegos.
    0:27:44 You remember the Del Fuegos from Boston?
    0:27:45 Really good.
    0:27:46 So we had the same managers as them.
    0:27:51 And I went to see them play at this pub in Greensboro, North Carolina, where they happened
    0:27:52 to be touring.
    0:27:53 And I was living down there.
    0:27:56 And Bruce Springsteen was playing at the Coliseum.
    0:27:59 And he stopped by, told him he liked their record.
    0:28:04 And then they’re just talking between sets with all the beer in the back.
    0:28:09 And this was right when I’m born in the USA was out, you know, he’d been great if you
    0:28:10 liked Springsteen.
    0:28:11 He was like a god.
    0:28:16 But then born in the USA was like the big commercial record that made him a superstar.
    0:28:21 And he didn’t say it in these words, but the message I took from that night is if I knew
    0:28:26 that this is what it means to be famous, I don’t know if I’d want to be famous so much.
    0:28:32 So it’s the trap of success or success being its own type of failure in a way.
    0:28:36 What lesson can you ever learn from success, I guess, is the flip side to what we’re talking
    0:28:37 about today.
    0:28:38 And I would say nothing.
    0:28:41 No, honestly, I don’t think I’ve ever learned anything from success.
    0:28:42 Is that true?
    0:28:45 Why do you think that is?
    0:28:46 I don’t know why it is.
    0:28:50 I think it goes back to hurt, you know, because failure sends you inward and you start to
    0:28:57 think, I quit the hugely successful television show, you know, after seven or eight years,
    0:28:58 that was long enough.
    0:29:03 I quit the X-Files and that was the biggest success I could ever quit.
    0:29:06 I mean, like a global phenomenon of a show.
    0:29:13 And yet, you know, to quit, you know, quitting is, quit can be very noble and strong and courageous.
    0:29:18 But I have to say, you know, maybe you felt this when you quit the times, maybe if you
    0:29:19 quit your band.
    0:29:22 But when you do quit an enterprise, you also quit people.
    0:29:24 It’s like quitting a family.
    0:29:30 And there’s a lot of pain, a lot of pain that comes with stopping a train that’s moving
    0:29:34 happily along just because I’ve got some misgivings about it, you know?
    0:29:38 And I still carry to this day, I carry misgivings about myself.
    0:29:39 Yeah.
    0:29:44 What you did is, I think harder because what you just said, you’re, I don’t want to say,
    0:29:48 letting people down, but you’re changing the calculus of the lives of a lot of people
    0:29:49 around you.
    0:29:53 When I quit the band, it wasn’t like that because I think, you know, there were two
    0:29:57 of us who were singer songwriters, and now there was one.
    0:30:00 And in a way that made it a clearer path for them.
    0:30:01 So they may have missed me.
    0:30:07 They may not have, but when I quit the times, they didn’t, you know, that didn’t matter
    0:30:12 to the times, but you, you were, you know, there’s that, what’s that phrase in the entertainment
    0:30:13 contracts?
    0:30:14 Key man clause.
    0:30:15 Right?
    0:30:16 The key man clause, sure.
    0:30:17 You were the key man.
    0:30:18 I will take key man if I have to.
    0:30:26 So how many people were, how pissed off at you as a result of quitting that enterprise?
    0:30:29 Well, I mean, the show continued, it went another year after I left.
    0:30:35 So I, it didn’t feel like, you know, I had taken bread out of people’s mouths immediately.
    0:30:38 What was the state of popularity at the time you quit?
    0:30:39 Well, it was waning.
    0:30:40 It was waning.
    0:30:44 I mean, it reached this peak, but it was complicated.
    0:30:46 You know, it was complicated to do that.
    0:30:48 You know, it’s like disconnecting from a power source.
    0:30:57 I mean, I wonder you have, you have your mainstream of creativity, which is Freakonomics and,
    0:30:58 and now the podcast.
    0:31:03 And are there any days that you wake up and feel like the boss and go, you know, I don’t
    0:31:04 feel like singing the song today.
    0:31:07 I’d rather, I’d rather try and write that novel.
    0:31:09 I would say two things about that.
    0:31:11 One is I built a little company to do this.
    0:31:14 So we’re 15, 20 people.
    0:31:15 And I do think about that.
    0:31:17 I’m not saying I will never stop.
    0:31:23 But you know, we, this past year, we had our first two Freakonomics Radio babies born to
    0:31:29 women on the staff, both had kids and like I like having a company that is solid enough
    0:31:34 and real enough that people come here to work and they get, you know, parental leave.
    0:31:36 And they, this is, you know, we built a thing.
    0:31:38 And so that’s very meaningful.
    0:31:42 In terms of though, like waking up and saying, I don’t feel like writing this.
    0:31:44 I don’t want to play born in the USA today.
    0:31:48 The one thing I will say about that, that I learned from my friend, Angela Duckworth,
    0:31:50 we became friends because she wrote this book, grit.
    0:31:54 And I interviewed her for Freakonomics Radio for some episode we were doing years and years
    0:31:55 and years ago.
    0:31:59 Then we started hanging out and I realized she’s awesome and would be a great collaborator
    0:32:00 and then we collaborated.
    0:32:05 But the very first time I, I believe this was the first time I ever talked to her really,
    0:32:11 I asked her like, you know, if you think about grit versus quit, like, how do you know?
    0:32:15 How do you know when you should stick it out or how much more it will take?
    0:32:16 And there are two dimensions.
    0:32:21 There’s one is, can you get good enough where it will be fruitful for you?
    0:32:25 But also like, do you want to do that thing?
    0:32:29 And so I was asking her, you know, what do you do if you’re doing a thing that you do
    0:32:32 like, but you just kind of get bored.
    0:32:36 Does that make you a dilettante and do you just quit and move on to something else?
    0:32:42 And that’s when she taught me this notion of what she calls substituting nuance for
    0:32:43 novelty.
    0:32:45 She said, novelty is what everybody wants.
    0:32:49 You’re always going to try new things because it’s exciting and fun.
    0:32:52 And that’s kind of the way that we’re wired.
    0:32:56 But if you’re not in a position where novelty is an option, let’s say, you know, I’m married
    0:33:01 and I have a spouse and like, yeah, I might like to be married to that person or that person.
    0:33:05 Well, that’s, you know, there are pretty high transaction costs there and maybe you don’t
    0:33:06 want to do that.
    0:33:10 But nuance for novelty means that within the thing that you’re doing, let’s take this back
    0:33:15 to work and not marriage or whatever, find different ways to make it exciting to you
    0:33:16 by nuance.
    0:33:20 So when she taught me that lesson probably six, seven, eight years ago, that was a turning
    0:33:22 point for me with Freakonomics Radio.
    0:33:24 I’ve now been doing it 14 years.
    0:33:30 And honestly, I think it’s more fun for me now than ever because she helped me conceive
    0:33:37 of a sort of creative framework whereby my show is whatever I want it to be.
    0:33:44 But don’t tell anybody, don’t tell it because you’re not really doing Freakonomics anymore.
    0:33:46 Yeah.
    0:33:52 One of the things I was struck by during the pandemic was, I don’t know if you’re a basketball
    0:33:57 fan, but, you know, the last dance came on and it became this hot house hit because everybody
    0:33:58 was home.
    0:34:02 It seemed like everybody was watching the Jordan Bulls.
    0:34:05 Look, I love Michael Jordan to me, the best player ever.
    0:34:07 I couldn’t love him anymore.
    0:34:12 But when I watch him give his hall of fame speech and, you know, holding a grudge against
    0:34:17 the kid in high school, you know, the kind of, the crazy need to win.
    0:34:23 And then I see a country applauding this as if that’s what you got to do to be a winner.
    0:34:25 You have to be a killer.
    0:34:27 You have to humiliate the loser.
    0:34:33 And I’m wondering what country are we living in, you know, and coming off of, obviously,
    0:34:36 we don’t want to talk about Trump, but here’s a guy who can’t lose.
    0:34:42 You know, here’s a guy who his entire life is trying to reinterpret his biggest loss.
    0:34:45 Before that, he lost billions of dollars as a businessman and he’s, you know, litigated
    0:34:46 that through lies as well.
    0:34:52 So we have two major, let’s call them aspirational figures.
    0:34:59 What does that say to you about any way that we can educate our children, either through
    0:35:06 sports or through, I don’t know, that’s a long-ass-winded question.
    0:35:12 I think the thing about Trump that is most frustrating for people who don’t love him,
    0:35:14 and I think the majority of people don’t love him.
    0:35:18 There are a lot of people who will vote for him, despite not loving him.
    0:35:23 But I think the thing that’s most frustrating for people who don’t love him is that it’s
    0:35:27 pretty obvious that he doesn’t fight fair, and there’s something about this country that
    0:35:33 has always promoted fairness, and that’s a big part of what sport is about.
    0:35:37 But his word, he always uses loser, and people love that, they love it.
    0:35:44 And what is it in us that’s unhealed or misshapen as a country, as a people?
    0:35:47 Trump had long before he ran for president.
    0:35:49 He had a long history of golf.
    0:35:50 He’s played golf.
    0:35:51 Cheating of golf.
    0:35:55 Yeah, anybody who’s ever played with him, who has any ounce of truth to them, will tell
    0:35:56 you, big, big cheater.
    0:36:02 And in golf, if you play golf, you always encounter a cheater or two, and then you stay
    0:36:09 away from that person, because it’s a game of character, supposed to be, at least.
    0:36:16 But the thing that I love about sport, sport is a way for all of us to get our yaya’s out
    0:36:18 as fans and competitors.
    0:36:23 It is literally a proxy for the old-fashioned version of what humans used to do.
    0:36:28 I mean, the way, I’m sure you know this, the reason we shake hands when we greet is it
    0:36:29 comes from showing your opponent.
    0:36:30 The weapon hand.
    0:36:31 Yeah.
    0:36:32 You don’t have your sword in your hand.
    0:36:33 Exactly.
    0:36:38 So, like, I love the fact that we have developed this whole system of sport that is really,
    0:36:41 you know, if you think about sport, it’s really different if you’re talking about participatory
    0:36:46 or spectator.
    0:36:49 Scott Galloway, this, I think, really smart guy, teaches at NYU, he says, “The success
    0:36:56 of a young human, especially of the male variety, will be a direct proportion of the hours that
    0:37:01 they sweat versus the hours that they watch other people sweating.”
    0:37:05 And I think about that because, you know, I sometimes enjoy watching other people sweating
    0:37:08 on a Sunday afternoon, whatever, especially if you’re playing fantasy football.
    0:37:18 But it saddens me that what should be a play-acting version of war is harnessed to give inspiration
    0:37:20 to people who really want to hate.
    0:37:26 But the fact is we attach ourselves to these tribal affiliations with the zeal of people
    0:37:29 living in Babylonia 5,000 years ago.
    0:37:32 So, you know, the world is complicated.
    0:37:36 It’s easy to beat up the people who do the stuff you hate, but I do feel that for all
    0:37:42 of us, there’s a lot of upside in seeking out the people who are just quietly putting
    0:37:47 their head down, figuring stuff out, experimenting, experimenting, experimenting and failing and
    0:37:49 failing and failing.
    0:37:51 And I think that’s a nice role model.
    0:37:52 I agree with you.
    0:37:54 I tried to do that for my kids.
    0:37:57 I would constantly tell them, “I feel like a failure.”
    0:37:58 Constantly.
    0:37:59 How do they respond to that?
    0:38:00 I don’t know.
    0:38:01 You know?
    0:38:03 They were just nod.
    0:38:07 Well, this was a pleasure, Steven.
    0:38:08 Thank you.
    0:38:10 Thank you for coming on and trusting me.
    0:38:11 I love the conversation.
    0:38:13 Love getting to know you a little bit.
    0:38:17 And I predict great things for this podcast because, you know, what can go wrong with
    0:38:18 a podcast about failure, right?
    0:38:19 Yeah, exactly.
    0:38:25 I mean, if I fail, I succeed.
    0:38:27 Thanks to David Dukovny for this conversation.
    0:38:29 His show is called “Fail Better.”
    0:38:33 If you want to hear it, just search for “Fail Better” in your podcast app.
    0:38:36 We will be back soon with a regular episode of Freakonomics Radio.
    0:38:38 Until then, take care of yourself.
    0:38:41 And if you can, someone else too.
    0:38:46 “Fail Better” is a production of Lemonade Media in coordination with King Baby.
    0:38:50 It’s produced by Kegan Zima, Aria Brodschi, and Donny Matias.
    0:38:52 The engineer is Brian Castillo.
    0:38:55 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    0:39:01 You can find our entire archive on any podcast app, also at Freakonomics.com, where we publish
    0:39:03 transcripts and show notes.
    0:39:07 This episode was produced from our side by Augusta Chapman.
    0:39:12 Our staff also includes Alina Kulman, Dalvin Aboaghi, Eleanor Osborn, Elsa Hernandez,
    0:39:17 Gabriel Roth, Greg Rippen, Jasmine Klinger, Jeremy Johnston, John Schnars, Julie Canfer,
    0:39:22 Lyric Bowditch, Morgan Levy, Neil Coruth, Rebecca Lee Douglas, Sarah Lilly, Theo Jacobs,
    0:39:23 and Zach Lipinski.
    0:39:26 The theme song is “Mr. Fortune” by the Hitchhikers.
    0:39:29 Our composer is Luis Guerra.
    0:39:36 Nothing funny today, it’s raining.
    0:39:40 That doesn’t make it not funny, but maybe that’s my mood.
    0:39:42 Wish I had something funnier for you.
    0:39:43 I’m hearing my voice.
    0:39:47 It just doesn’t even sound like it could get near the country of funny.
    0:39:54 The Freakonomics Radio Network.
    0:39:59 The hidden side of everything.
    0:39:59 Stitcher.
    0:40:02 (upbeat music)
    0:40:04 you

    Stephen Dubner appears as a guest on Fail Better, a new podcast hosted by David Duchovny. The two of them trade stories about failure, and ponder the lessons that success could never teach.

     

     

     

  • The University of Impossible-to-Get-Into (Update)

    AI transcript
    0:00:02 (upbeat music)
    0:00:06 – Hey there, it’s Stephen Dubner.
    0:00:09 We are publishing an update of a series
    0:00:10 that we first ran a couple years ago
    0:00:14 about the supply and demand of a college education.
    0:00:16 This is part two of that series.
    0:00:18 Don’t worry, if you missed the first episode,
    0:00:20 this one stands on its own.
    0:00:22 And stay tuned until the end of this episode
    0:00:25 for a new conversation about the state of college today.
    0:00:27 As always, thanks for listening.
    0:00:30 (upbeat music)
    0:00:38 In 2019, the Department of Justice revealed the findings
    0:00:40 of an FBI investigation
    0:00:42 with the code name Operation Varsity Blues.
    0:00:45 Here today to announce charges
    0:00:47 in the largest college admissions scam
    0:00:49 ever prosecuted by the Department of Justice.
    0:00:53 The scam involved wealthy parents funneling bribes
    0:00:54 through a college consultant
    0:00:58 to get their children into schools where they didn’t belong.
    0:00:59 There were fake test scores,
    0:01:01 fake athletic credentials,
    0:01:04 and cash payments to college coaches.
    0:01:06 The actress Lori Loughlin
    0:01:09 and her fashion designer husband Massimo Giannulli
    0:01:12 paid half a million dollars to get their two daughters
    0:01:14 into the University of Southern California
    0:01:18 as recruits to the highly ranked USC crew team.
    0:01:20 Even though, as the New York Times put it,
    0:01:23 neither girl participated in the sport.
    0:01:26 An applicant to Tulane University was described
    0:01:28 as an African-American tennis whiz,
    0:01:32 even though she didn’t play competitive tennis and was white.
    0:01:35 Among the other universities involved
    0:01:38 were Yale, Stanford, Georgetown,
    0:01:40 some of the most elite schools in America.
    0:01:43 All told, 57 people were charged
    0:01:45 as a result of Operation Varsity Blues,
    0:01:48 including coaches, exam administrators,
    0:01:50 and of course, parents.
    0:01:54 These parents are a catalog of wealth and privilege.
    0:01:57 They include, for example, CEOs of private
    0:02:00 and public companies, successful securities
    0:02:04 and real estate investors, two well-known actresses,
    0:02:06 a famous fashion designer,
    0:02:09 and the co-chairman of a global law firm.
    0:02:11 A couple parents even went to prison for a bit,
    0:02:14 including Loughlin and the other well-known actress,
    0:02:16 Felicity Huffman.
    0:02:19 This became a huge story, and it led to many questions.
    0:02:22 Who knew what at these universities?
    0:02:24 How could something like this happen
    0:02:26 at such esteemed institutions?
    0:02:30 And really, you can just pretend to row crew
    0:02:31 to get into college?
    0:02:35 But there was one question that answered itself.
    0:02:38 Why would the parents do this?
    0:02:41 The answer is that slots at these top schools
    0:02:45 are incredibly scarce and incredibly valuable.
    0:02:47 Getting an acceptance letter from them
    0:02:50 is like that scene from Willy Wonka.
    0:02:53 ♪ ‘Cause I’ve got a golden ticket ♪
    0:02:54 ♪ I’ve got a golden ticket ♪
    0:02:56 – As we learned last week in the first part
    0:02:58 of this special series on college,
    0:03:01 there are some 4,000 institutions of higher learning
    0:03:05 in the US, and they fall into two distinct categories.
    0:03:07 – The vast majority of those 4,000
    0:03:09 are effectively open enrollment.
    0:03:12 – Open enrollment meaning you have a good chance
    0:03:14 of getting in as long as you have a high school diploma.
    0:03:16 That’s one model.
    0:03:19 The other model is a more competitive model.
    0:03:22 – This second competitive model includes all the schools
    0:03:24 I just mentioned from the scam,
    0:03:27 Stanford and Yale and Georgetown and USC,
    0:03:30 as well as the rest of the Ivy League schools
    0:03:32 and the so-called Ivy Pluses like Stanford,
    0:03:34 and a few dozen other elite private schools
    0:03:36 and some top ranked public schools
    0:03:38 like the University of California Berkeley
    0:03:41 and the University of Michigan.
    0:03:45 And this second model, this competitive model is winning.
    0:03:48 Over the past few years and aggravated by the pandemic,
    0:03:51 less selective universities and community colleges
    0:03:54 have seen enrollment drop.
    0:03:56 The elite schools meanwhile,
    0:03:58 have set new records for applications.
    0:04:03 Harvard was up 42% in 2021 after the school eliminated
    0:04:07 the requirement that prospective students submit SAT scores.
    0:04:10 This year, amid the Claudine Gay turmoil,
    0:04:12 that number dropped 5%,
    0:04:16 but Penn, Dartmouth, Columbia, MIT
    0:04:20 and other top schools all saw increasing applications.
    0:04:22 These elite schools typically charge tuition
    0:04:26 of 40, 50, even $60,000 a year.
    0:04:29 Even so, they admit only a tiny share
    0:04:30 of the students who apply
    0:04:32 and these tiny admittance numbers
    0:04:35 become part of their appeal.
    0:04:37 They could probably double the tuition
    0:04:40 and still have no trouble filling up.
    0:04:41 That’s what a typical firm would do
    0:04:43 in a typical market,
    0:04:44 but you can see why that wouldn’t be a good look
    0:04:46 for a university.
    0:04:49 If however, you did think about universities,
    0:04:51 the way we think about firms,
    0:04:53 the way an economist might think about them,
    0:04:55 there is another solution.
    0:04:57 With so much demand,
    0:05:00 why not just increase the supply?
    0:05:03 Today on Free Economics Radio,
    0:05:05 we’ll tell you why elite universities
    0:05:07 haven’t grown very much.
    0:05:11 And the answer has to do with what they’re really selling.
    0:05:13 Reputation matters.
    0:05:16 Why do students want these elite schools?
    0:05:17 The brand value, for sure.
    0:05:21 But can an elite degree really change your life?
    0:05:23 ♪ I got a golden ticket ♪
    0:05:27 ♪ I got a golden chance to make my way ♪
    0:05:32 ♪ And with a golden ticket it’s a golden day ♪
    0:05:36 It’s part two of our special series,
    0:05:38 Free Economics Radio Goes Back to School
    0:05:40 and it starts right now.
    0:05:43 (upbeat music)
    0:05:53 – This is Free Economics Radio,
    0:05:57 the podcast that explores the hidden side of everything
    0:05:59 with your host, Stephen Dubner.
    0:06:01 (upbeat music)
    0:06:09 – Let’s begin with a look at the most selective
    0:06:12 of the selective universities.
    0:06:13 – Hi, my name is Peter Blair.
    0:06:16 I’m an economist at Harvard University.
    0:06:18 – Harvard, the first American college,
    0:06:22 was founded in 1636 and today admits
    0:06:25 about 2,000 new undergraduates each year.
    0:06:28 How many people want those 2,000 spots?
    0:06:32 This year, they received around 54,000 applicants.
    0:06:36 Peter Blair, by the way, didn’t start out as an economist.
    0:06:38 – I was a physicist also at Harvard University.
    0:06:40 I studied theoretical particle physics.
    0:06:43 – But after getting his master’s in physics,
    0:06:46 Blair switched fields and got his PhD in applied economics
    0:06:48 from the University of Pennsylvania.
    0:06:50 His focus is on labor markets
    0:06:54 and the economics of education.
    0:06:57 One fundamental belief of his profession
    0:07:00 is that going to college is among the best things
    0:07:04 you can do to improve your life, financially and otherwise.
    0:07:06 Blair certainly believes that,
    0:07:08 but when he talks about education,
    0:07:11 he doesn’t sound quite like an economist.
    0:07:14 – One of the best explanations of the purpose of education
    0:07:16 is the Reverend Dr. Martin Luther King statement
    0:07:20 that education is preparation for citizenship.
    0:07:22 And citizenship has to do with voting.
    0:07:24 Citizenship has to do with contributing
    0:07:27 to your own economic wellbeing,
    0:07:29 as well as contributing to the economic wellbeing
    0:07:30 of the broader society.
    0:07:32 – Blair grew up in the Bahamas
    0:07:35 and moved to the States to attend Duke University,
    0:07:37 another highly selective school.
    0:07:42 This year, Duke admitted a record low 4% of its applicants.
    0:07:44 Until Blair got to Duke,
    0:07:46 he wasn’t familiar with the American model
    0:07:48 of selective colleges.
    0:07:50 – At that time in the Bahamas,
    0:07:52 we did not have any four-year institutions.
    0:07:54 I finished all of my physics courses
    0:07:57 at the College of the Bahamas in my first year.
    0:07:59 And so I left to get a college education.
    0:08:01 When I went to Duke University,
    0:08:03 I realized that there were some people
    0:08:07 who had been planning since ninth grade to get into Duke.
    0:08:09 There are institutions that are perceived
    0:08:10 as being more elite than others.
    0:08:13 And that this matters for how people see you.
    0:08:16 I did not know that before I came to the US.
    0:08:17 – Really? – I did not.
    0:08:20 – But I mean, you knew the difference between Harvard
    0:08:23 and I don’t want to insult someone by naming them,
    0:08:27 but, you know, fill in the blank county community college.
    0:08:27 That was obvious.
    0:08:30 So what do you mean you didn’t recognize
    0:08:33 that element of the elite perception?
    0:08:36 – I think the conception of Harvard
    0:08:39 was that it was the first
    0:08:42 at an incredibly distinguished university.
    0:08:44 But I didn’t fully,
    0:08:47 there was a sense in which just even going to college itself
    0:08:48 is a privilege.
    0:08:53 – Over the past several decades,
    0:08:56 attending college has become something less
    0:08:59 of a privilege in the US and more a way of life
    0:09:03 as an ever larger share of the population signed up.
    0:09:06 But that’s been changing over the past 10 years
    0:09:09 or so overall enrollment has slipped.
    0:09:11 Also, with more labor shortages,
    0:09:15 some jobs that used to require a college degree,
    0:09:17 no longer do.
    0:09:21 In 2022, the state of Maryland stopped requiring degrees
    0:09:23 for thousands of public sector jobs.
    0:09:26 Since then, Connecticut and other states have followed.
    0:09:30 Big companies like IBM have taken similar steps.
    0:09:35 Still, if you look at the US today versus say 50 years ago,
    0:09:37 over the past 50 years,
    0:09:39 the number of students going to school in the US
    0:09:41 has increased almost twofold.
    0:09:44 – Within that macro number, however,
    0:09:47 Peter Blair spotted a micro curiosity.
    0:09:50 – When we look at this expansion of colleges
    0:09:52 to absorb this increase in demand,
    0:09:55 most schools have been expanding except schools
    0:09:57 at the very top.
    0:09:59 – The very top meaning what exactly?
    0:10:03 – Schools like the Ivy League schools, Harvard, Yale,
    0:10:04 Princeton, the Ivy plus schools,
    0:10:07 Stanford, Chicago, MIT,
    0:10:08 these schools are in the top 2%
    0:10:10 of the SAT score distribution.
    0:10:11 And that’s a puzzle.
    0:10:14 Why is it that these schools are the ones
    0:10:16 that haven’t expanded even though we see
    0:10:18 more students going to school?
    0:10:21 So on average, schools in the top 2% have grown
    0:10:26 by about 7% from 1990 to about 2015.
    0:10:30 – And that compared to a growth rate of non-elites is what?
    0:10:32 – It’s about 60%.
    0:10:34 – Can you think of a parallel from another industry
    0:10:36 in other words, let’s say it’s the automobile industry
    0:10:39 or some other industry where somebody is winning, right?
    0:10:41 Somebody is considered the best.
    0:10:44 Wouldn’t they want to expand more?
    0:10:46 – Yes, in most markets,
    0:10:48 what you wanna do is get more market share.
    0:10:52 Even companies like Apple are engaged in this process.
    0:10:54 What’s surprising about this is that
    0:10:57 for most of their lifetime, elite colleges
    0:10:59 have been the largest colleges.
    0:11:02 So Harvard, Yale at one point, they were the first,
    0:11:04 they were the only and they were the largest.
    0:11:07 In fact, between 1940 to 1980,
    0:11:10 Stanford and Princeton expanded by quite a bit.
    0:11:13 And so this puzzle really is a modern phenomena.
    0:11:17 Elite colleges have historically expanded
    0:11:18 with the population.
    0:11:23 – It was in the 1970s and 80s
    0:11:27 that the elite schools stopped expanding.
    0:11:29 This happened even as demand was rising
    0:11:32 and as less elite schools were growing.
    0:11:35 Back then, even the most selective schools
    0:11:36 weren’t that selective.
    0:11:39 As recently as the 1990s, in fact,
    0:11:41 admissions rates were much higher than today.
    0:11:44 – Yeah, it was close to 40 to 50%.
    0:11:46 So it was basically a coin flip to get into
    0:11:48 the University of Chicago or the University of Pennsylvania.
    0:11:51 And these are phenomenal schools.
    0:11:54 The admissions rate at Columbia was around about 30%.
    0:11:59 At Stanford and Harvard, it was hovering around about 20%.
    0:12:01 When you look at these admissions rates now,
    0:12:03 the University of Chicago, the University of Pennsylvania,
    0:12:05 it’s closer to eight or 9%.
    0:12:06 When you look at Harvard and Stanford,
    0:12:09 it’s closer to about four or 5%.
    0:12:12 – How much are the lower admission rates
    0:12:15 driven by the fact that most students apply these days
    0:12:17 to many more schools than they used to?
    0:12:19 – It’s not just driven by the fact
    0:12:22 that students are applying to more schools.
    0:12:25 Students applying to more schools itself is a function
    0:12:28 of the fact that elite universities have not expanded.
    0:12:31 It’s really about the kinds of competitive dynamics
    0:12:33 that gets fostered over time
    0:12:36 when the number of spaces at these elite institutions
    0:12:39 is capped relatively stable or stagnant over time.
    0:12:47 – So why did only these elite institutions stop growing?
    0:12:49 To solve this puzzle, Peter Blair
    0:12:52 and his fellow economist Kent Smetters
    0:12:53 wrote a research paper called
    0:12:57 “Why Don’t Elite Colleges Expand Supply?”
    0:13:01 It entertains a variety of potential theories.
    0:13:03 – So one theory could be universities
    0:13:06 want to keep quality the same, the quality of the students.
    0:13:07 That doesn’t seem to be the case.
    0:13:09 The students that are getting into these universities now
    0:13:13 are even more qualified than when I was going to college.
    0:13:16 – Okay, so student quality doesn’t seem to explain it.
    0:13:18 What about the quality of faculty?
    0:13:21 Maybe there just aren’t enough qualified PhDs
    0:13:24 to teach a bigger pool of elite students.
    0:13:25 – It’s not that.
    0:13:28 We see that there are more people graduating with PhDs.
    0:13:29 Their CVs look closer and closer
    0:13:31 to folks who are on the tenure track.
    0:13:34 – Okay, maybe these older schools
    0:13:36 just don’t have enough physical space
    0:13:38 to put a lot of new students.
    0:13:40 – Well, Duke has lots of space.
    0:13:41 Stanford has lots of space.
    0:13:44 Even Columbia can build vertically, right?
    0:13:46 – What about money?
    0:13:48 – The amount of resources that universities have
    0:13:51 has increased tremendously because of gifts.
    0:13:53 Increase returns on endowments.
    0:13:56 – This is a very true fact.
    0:13:59 Most elite schools have massive endowments.
    0:14:03 Harvard’s is the largest, nearly $50 billion.
    0:14:06 Yale has almost $41 billion.
    0:14:08 Stanford, around 36.
    0:14:10 – And so you can go through a lot
    0:14:11 of the obvious explanations
    0:14:14 and they don’t seem to check out with the data.
    0:14:17 – So what other explanation could there be?
    0:14:20 As we noted earlier, in a normal market,
    0:14:23 firms tend to increase their supply
    0:14:25 to meet a rise in demand.
    0:14:28 But there is one market where that doesn’t happen.
    0:14:30 – The one market where you see this not happening
    0:14:32 as much as in the market for luxury goods.
    0:14:35 So take, for example, Hermès.
    0:14:38 – That’s Hermès, the French luxury designer.
    0:14:40 – A part of the appeal is the fact
    0:14:42 that the supply is restricted.
    0:14:44 That you say, “I have an Hermès purse on Hermès scarf.”
    0:14:48 – A double ply mulberry silk scarf, that is.
    0:14:50 – And so this is one kind of industry
    0:14:53 where you see that scarcity itself
    0:14:57 confers value on the object.
    0:15:00 – In other words, if anyone could buy that Hermès scarf,
    0:15:04 it would just be a scarf, not a statement.
    0:15:08 And Hermès scarf says something about you.
    0:15:10 It says, “You’re the kind of person
    0:15:13 “who can afford a much better caliber of scarf
    0:15:16 “than most people who wear scarves.”
    0:15:19 Peter Blair began to wonder if colleges
    0:15:21 might be sending the same signal.
    0:15:24 Could this explain why the elite schools
    0:15:27 had essentially frozen their growth?
    0:15:30 He and Smetters began to create an economic model
    0:15:31 to explore this question.
    0:15:34 The model included three steps.
    0:15:38 First, students choose which colleges to apply to.
    0:15:41 Then colleges decide which students to admit.
    0:15:44 And finally, students pick which college
    0:15:45 they are going to attend.
    0:15:49 As you can imagine, there are a multitude of variables
    0:15:51 that affect each step.
    0:15:53 The total number of applicants,
    0:15:57 the academic and extracurricular quality of those applicants,
    0:16:01 as well as net tuition costs and other factors.
    0:16:04 And there was one special variable they included
    0:16:08 in the analysis, the same one that applies to luxury goods.
    0:16:11 – Universities are competing on what we call prestige,
    0:16:13 which is a relative measure of how selective
    0:16:17 is my university relative to its peer institutions.
    0:16:19 Now, Blair and Smetters took their model
    0:16:22 and fed into it real world application
    0:16:25 and matriculation data from Harvard, Yale,
    0:16:27 Princeton, and Stanford.
    0:16:28 They did this twice.
    0:16:32 First, with the prestige variable turned on.
    0:16:35 – We find that when we calibrate the model with prestige on,
    0:16:37 we’re able to fit the patterns in the data,
    0:16:40 which show that admissions rates have been declining
    0:16:45 at elite institutions and also the average SAT scores
    0:16:46 have been going up both for applicants
    0:16:47 and also for matriculants.
    0:16:50 So that’s with prestige on the model fits.
    0:16:53 – In other words, their model successfully recreated
    0:16:54 the reality.
    0:16:57 Then they turned off the prestige variable.
    0:16:59 What they find now?
    0:17:01 – What we find is that in the absence of prestige,
    0:17:03 admissions rates would go up,
    0:17:06 the number of applicants would go up,
    0:17:08 the number of matriculants would also go up,
    0:17:10 the average test scores would go down slightly,
    0:17:14 and also the number of applications per slot
    0:17:15 would in fact decrease.
    0:17:19 And so competition would soften at elite institutions.
    0:17:23 – In other words, if elite schools weren’t competing
    0:17:28 to position themselves as super exclusive luxury brands,
    0:17:29 they would admit more people
    0:17:31 and it would be easier to get in.
    0:17:35 You could imagine this would make a lot of people happy,
    0:17:37 but who might not like it?
    0:17:38 Just guessing here,
    0:17:42 but how about the elite colleges administrators
    0:17:46 and faculty and alumni and current students,
    0:17:48 all of whom really like the idea
    0:17:51 that their school is so exclusive?
    0:17:53 How did it come to this?
    0:17:56 How did a college education become so much
    0:18:00 like a double ply mulberry silk scarf?
    0:18:03 Here’s one fact to consider.
    0:18:08 In 1983, right around the time elite colleges stopped expanding
    0:18:11 and started becoming more selective,
    0:18:12 US News and World Report
    0:18:16 issued its first ranking of colleges and universities.
    0:18:19 If you have ever been within a mile
    0:18:21 of a college applicant or their family,
    0:18:26 you know the US News ranking system has become an obsession.
    0:18:29 So did the US News rankings cause selective schools
    0:18:31 to become even more selective?
    0:18:33 – We don’t argue that that’s causal.
    0:18:37 What we do in the paper is we show that in a model
    0:18:39 in which universities care about prestige,
    0:18:41 which itself is a relative comparison,
    0:18:43 that you can get the kind of dynamics
    0:18:45 that we see in the data.
    0:18:48 – So in my experience with college
    0:18:52 and university presidents and admissions officers,
    0:18:56 there is a strange something going on.
    0:19:01 And we hear a lot of public gnashing of teeth about,
    0:19:06 oh my goodness, we so wish that we could share
    0:19:08 our amazing university experience with more people.
    0:19:12 And it’s such a tragedy that our admissions rates
    0:19:14 are inevitably so low.
    0:19:17 That’s what you hear publicly.
    0:19:22 But I have a sense that just behind closed doors,
    0:19:26 those universities revel in those absurdly low numbers.
    0:19:29 Can you talk about how meaningful that number is
    0:19:31 to the universities themselves?
    0:19:34 – I would broaden it and say that as a society,
    0:19:38 we celebrate exclusivity.
    0:19:42 And even for the parents who are preparing their kids
    0:19:46 by investing in test prep, investing in coaching,
    0:19:50 when you think about the alumni of universities too,
    0:19:53 who are looking at the increase in selectivity
    0:19:55 of their colleges and looking at as a mark of pride,
    0:19:57 when they say, oh, I would not have gotten
    0:20:00 into XYZ school today,
    0:20:02 but my children are gonna get into it.
    0:20:04 I think that there’s a deeper human instinct
    0:20:07 that’s not just sitting with university administrators
    0:20:09 and presidents, but it’s sitting with parents,
    0:20:11 it’s sitting with students, it’s sitting with alumni.
    0:20:14 (gentle music)
    0:20:16 – All this human instinct was there to see
    0:20:19 in Peter Blair’s model and his research paper.
    0:20:21 – It’s an elegant paper.
    0:20:22 I love the math.
    0:20:23 I went through the model.
    0:20:24 I thought it was really good.
    0:20:26 – That is Morty Shapiro,
    0:20:29 former president of Northwestern University
    0:20:31 and another economist who studies education.
    0:20:34 We met him in last week’s episode.
    0:20:37 Northwestern is itself an elite school
    0:20:40 and Shapiro was previously president of Williams,
    0:20:44 the top ranked liberal arts college in the US,
    0:20:48 but he says that in a country with 4,000 institutes
    0:20:50 of higher learning, all the attention paid
    0:20:53 to a handful of elite schools is misplaced.
    0:20:55 – Of the 4,000 colleges and universities,
    0:20:57 there’s only about 150 of them
    0:21:00 that are really the global name brands
    0:21:03 and a small percentage of those,
    0:21:05 39 of them are the highly selected,
    0:21:07 very heavily resourced privates
    0:21:09 and they only enroll, I mean get this,
    0:21:10 I don’t know if you knew this number,
    0:21:13 they enroll 170,000 undergrad,
    0:21:18 so 1% of the undergraduate population of 17 million
    0:21:21 go to one of these name brand universities
    0:21:24 and yet so much of the research is on that.
    0:21:26 Why don’t they expand?
    0:21:28 Why don’t they, on and on and on.
    0:21:32 – I wanna give you a different example, which is Australia.
    0:21:34 – Peter Blair again.
    0:21:36 So Australia has a group of eight universities,
    0:21:38 they’re called the Group of Eight,
    0:21:40 which is the equivalent of the Ivy League
    0:21:41 in the United States.
    0:21:45 So you have eight universities in Australia,
    0:21:48 they’re very best that educate a quarter
    0:21:51 and when you look at the doctors and the dentists
    0:21:53 in Australia, those universities educate half.
    0:21:56 – So does the Australia model mean
    0:21:58 the elite American schools should expand?
    0:22:01 – Let’s say we went from 170,000 undergrads
    0:22:05 to 250,000 undergrads, roughly the world would change?
    0:22:08 I mean, 80,000 more out of 17 million,
    0:22:09 are you giving me a break?
    0:22:11 – So let me ask you this,
    0:22:14 it seems that some prestige schools
    0:22:17 do find expansion attractive when it’s in a place
    0:22:19 where the money just flows,
    0:22:22 let’s say the Middle East or some parts of Asia.
    0:22:24 I once visited a friend who was teaching
    0:22:27 at one of these campuses, he’s a writer, lit teacher,
    0:22:31 and the literary journal for his class
    0:22:35 was actually subject to censorship from the government.
    0:22:36 So I’m thinking at this point,
    0:22:39 well, that feels like a cash grab,
    0:22:41 that feels like an institution that says,
    0:22:42 you know what, I could make, let’s say,
    0:22:45 a thousand slots available in the US
    0:22:47 for whatever population I choose,
    0:22:50 but instead I’m gonna do this, what’s your take on that?
    0:22:52 – Well, I’ve never been a fan.
    0:22:55 I think it depreciates the value of your brand.
    0:22:56 When I was president of Williams,
    0:22:57 ’cause we were ranked number one,
    0:23:00 there was a delegation from Singapore came over
    0:23:02 and they said, we wanna create a liberal arts college.
    0:23:04 And I said, you’re talking to the wrong person,
    0:23:06 ’cause when I was at University of Southern California
    0:23:09 before that, as a dean and a vice president,
    0:23:12 we closed some of our international campuses and programs
    0:23:15 because it didn’t have our faculty
    0:23:17 and I think we were given degrees to people
    0:23:20 that conflated with the domestic versions
    0:23:23 and it was just not a very good imitation of it.
    0:23:26 So I said, boy, did you talk to the wrong people?
    0:23:28 And I said, go to one of the other ones.
    0:23:30 And they had a deal with David Oxtaby,
    0:23:32 one of the great presidents,
    0:23:34 he was president of Pomona at the time
    0:23:36 and they cut a deal that they were gonna open up
    0:23:37 a liberal arts college.
    0:23:39 And then I don’t think the faculty liked it
    0:23:41 or maybe the deal wasn’t what they promised
    0:23:43 and David and the gang pulled the plug on it
    0:23:45 and then they went to Yale.
    0:23:46 – And Yale did it, right?
    0:23:47 For a while.
    0:23:49 – They did it for a while and now it’s gone.
    0:23:51 So I’m not a fan of that.
    0:23:54 If you have a product that’s a prestige product
    0:23:56 or people expect a certain level of quality
    0:23:59 and then you have a knock-off version of it
    0:24:01 that’s nowhere as good, you lose at the end.
    0:24:06 – Shapiro may not like the idea, but it’s happening.
    0:24:09 New York University has opened out posts
    0:24:11 in Abu Dhabi and Shanghai
    0:24:13 and several elite schools have opened campuses
    0:24:18 in Qatar or Qatar, including Georgetown, Carnegie Mellon
    0:24:22 and Morty Shapiro’s own Northwestern.
    0:24:26 That campus, which specializes in media and journalism
    0:24:30 opened in 2008 before Shapiro came to Northwestern.
    0:24:32 He retired in the fall of 2022.
    0:24:36 So the Qatar campus outlasted him.
    0:24:39 I didn’t know about the Qatar branch of Northwestern
    0:24:40 when we interviewed Shapiro.
    0:24:44 We later asked for comment and he emailed back to say,
    0:24:46 I’m a big fan of what we do in Qatar
    0:24:48 and we would never have renewed the program
    0:24:49 if I had any doubts.
    0:24:52 Usually remote campuses struggle
    0:24:55 to replicate the excellence at the home campus,
    0:24:56 but not this one.
    0:24:59 It may not surprise you that elite schools
    0:25:02 would open outposts in some of the richest places
    0:25:03 in the world.
    0:25:06 These universities are, after all, global brands
    0:25:10 and there are rich customers all over the world.
    0:25:13 On the other hand, a university is meant to represent
    0:25:14 something radically different
    0:25:18 from a global brand like Hermes or Apple.
    0:25:21 Universities are devoted to research
    0:25:22 and the spread of knowledge.
    0:25:25 So why not open a few satellite campuses
    0:25:29 in some deserving low income countries?
    0:25:31 Yes, that might eat into their endowments a bit,
    0:25:34 but would it perhaps be more successful
    0:25:37 in boosting the prestige of these schools
    0:25:40 rather than skimming some money from oil kingdoms?
    0:25:43 Coming up after the break,
    0:25:47 a potential solution to America’s elite university problem.
    0:25:49 – So this would be very similar to what’s happening
    0:25:52 with the Paris Accords around climate change.
    0:25:55 – Free Economics Radio goes back to school right after this.
    0:26:07 (dramatic music)
    0:26:11 When economists analyze something
    0:26:13 like the U.S. university system,
    0:26:15 they tend to look at it as a market,
    0:26:17 even though there are some obvious differences
    0:26:20 between going to college and buying a new laptop
    0:26:22 or deciding where to eat dinner.
    0:26:24 One of the differences, as we heard earlier,
    0:26:27 is that elite universities work more like luxury goods
    0:26:30 than normal goods, which means that scarcity
    0:26:33 and prestige play a big part.
    0:26:37 But there’s another reason that college is a strange product.
    0:26:39 – If you consume a college education,
    0:26:42 you tend to basically consume it once in your life.
    0:26:44 – Miguel Urquiola is an economist
    0:26:46 at Columbia University in New York City.
    0:26:48 He studies the education market.
    0:26:50 – You go once and then forevermore,
    0:26:52 you will go around with a sticker
    0:26:55 that says Johns Hopkins on your forehead.
    0:26:58 And so when you invest, you’re very careful when you choose.
    0:27:02 – How much does reputation matter to college students?
    0:27:05 That’s a hard question to answer empirically.
    0:27:07 To get some anecdotal answers,
    0:27:10 we went up to Urquiola School, Columbia,
    0:27:11 which is currently tied for 12th
    0:27:13 in the U.S. News and World Report ranking
    0:27:16 of best American universities.
    0:27:18 We asked students what they valued more,
    0:27:20 the Ivy League education they were getting,
    0:27:24 or the Ivy League brand attached to it.
    0:27:26 – It’s a very difficult question.
    0:27:30 – We did hear a fair amount of pro-education sentiment.
    0:27:33 – The education here is obviously incredible.
    0:27:36 I don’t always love Columbia’s brand,
    0:27:38 so I’m more proud of my education
    0:27:40 than the fact that I’m at Columbia.
    0:27:42 – I don’t wake up every day and say,
    0:27:44 “Oh, I’m so excited to engage in this prestigious experience.”
    0:27:46 I say, “I’m so excited to learn about this particular thing.”
    0:27:48 So probably education.
    0:27:50 – I think that Columbia does a good job
    0:27:53 of collecting people who care about knowing things
    0:27:55 and who care about asking questions.
    0:27:59 And to be in that kind of environment really does push you.
    0:28:01 – But the vast majority of the students we spoke with
    0:28:04 had a different answer about what mattered most.
    0:28:06 – The brand value, for sure.
    0:28:07 – You could get the same education
    0:28:11 at like a not Ivy League school and like not top 50 schools.
    0:28:12 – Especially with classes being online,
    0:28:14 it maybe leans slightly more towards the brand value
    0:28:15 than the education.
    0:28:18 – The reason why they can justify charging 80K a year
    0:28:20 is probably the brand name.
    0:28:23 Whether it’s worth that or not, like, I don’t know.
    0:28:24 – I mean, you could get a very good education
    0:28:26 at most schools in the country, right?
    0:28:28 Like it’s, anyone will give you a very good degree
    0:28:29 and you’ll learn a bunch,
    0:28:31 but having that brand name is what makes it worth
    0:28:32 going to a school like this.
    0:28:33 – It’s pretty much just like the diploma
    0:28:35 to be able to say you went to an Ivy League school.
    0:28:38 – I think you can get like an amazing education anywhere.
    0:28:40 I mean, obviously it’s top notch here,
    0:28:43 but it’s like the connections you have after college too.
    0:28:44 – When you apply to a place
    0:28:47 and you have that brand on the top of your CV
    0:28:48 and the network that comes on top of it,
    0:28:49 there’s a reason why a lot of people
    0:28:52 can’t get into the school and it’s so prestigious.
    0:28:55 – This may be a good time to talk about
    0:28:58 what you actually get when you get a college education.
    0:29:01 There is, of course, the acquisition of knowledge,
    0:29:04 although many top universities will help you acquire
    0:29:09 that knowledge for free in the form of online courses.
    0:29:12 If knowledge acquisition was all that college offered,
    0:29:14 why bother to pay a few hundred thousand dollars
    0:29:16 for a four year degree?
    0:29:18 Another thing you can get at college
    0:29:22 is a lifelong network, friends, business contacts,
    0:29:24 maybe a romantic partner.
    0:29:27 You’re also taking advantage of what are called pure effects,
    0:29:29 surrounding yourself with other
    0:29:32 smart, ambitious, disciplined people.
    0:29:35 And there’s one more thing you’re getting, status.
    0:29:38 As we mentioned in the first episode of this series,
    0:29:43 fewer than 40% of US adults have a bachelor’s degree.
    0:29:46 And if you have a degree from a well-regarded university,
    0:29:49 that puts you in even more rarefied air.
    0:29:52 The economist Brian Kaplan in a book called
    0:29:55 The Case Against Education,
    0:29:58 argues that one major function of a college degree
    0:30:00 is to act as a social signal,
    0:30:04 a way to tell the world that you are worth hiring,
    0:30:05 worth being friends with,
    0:30:08 perhaps worth being intimidated by.
    0:30:11 In Kaplan’s view, this has driven
    0:30:13 a kind of credential inflation,
    0:30:16 where more and more education is required
    0:30:18 to have a good career.
    0:30:22 One study has found that from the 1970s through the 1990s,
    0:30:24 the average level of education
    0:30:27 within 500 occupational categories
    0:30:29 rose by 1.2 years,
    0:30:33 even though most of the jobs didn’t change much.
    0:30:35 You can also see a link with the rise
    0:30:37 in credentialism generally.
    0:30:41 In the 1950s, only about 5% of US workers
    0:30:45 needed an occupational license in their chosen field.
    0:30:48 Today, it’s about 25%.
    0:30:50 Of course, the world is vastly different
    0:30:51 than it was in the 1950s,
    0:30:55 and a lot of our progress has plainly been driven
    0:30:59 by education generally and university research,
    0:31:00 in particular.
    0:31:02 Still, the Kaplan argument says
    0:31:06 that a college degree is a bit like a peacock’s plumage,
    0:31:09 something you spend a lot of resources on,
    0:31:14 primarily to elevate your status among the lesser plumed.
    0:31:17 How is this signaling theory argument received
    0:31:20 by a president of an elite university?
    0:31:24 – I think that’s a gross mischaracterization
    0:31:26 of American higher education.
    0:31:28 – That’s Morty Shapiro, again,
    0:31:30 the former president of Northwestern.
    0:31:32 – It’s just not the reality.
    0:31:34 I mean, if it were only a signaling thing
    0:31:36 or a screening thing,
    0:31:40 somebody would invent a less expensive screen or signal.
    0:31:41 I mean, that’s the market.
    0:31:44 Trust me, we know as economists, that would happen.
    0:31:46 I’ve done some studies of peer effects,
    0:31:48 and a number of my co-authors have done
    0:31:49 some really good ones.
    0:31:52 You are deeply affected by the random assignment
    0:31:53 of your first year roommate,
    0:31:56 and we can show that in terms of your ultimate GPA,
    0:31:59 but it also has impacts in your political views,
    0:32:01 your social views.
    0:32:02 It’s not just about getting connections
    0:32:05 so you can get a job at Goldman or McKinsey.
    0:32:08 A lot of the human capital accumulation
    0:32:09 takes place outside the classroom.
    0:32:12 It’s study groups and things like that.
    0:32:14 – Okay, so Shapiro is arguing that the value
    0:32:19 of the college experience is real and large and variegated,
    0:32:23 and there is a lot of economic research to back this up.
    0:32:27 But let’s connect this to the prestige idea.
    0:32:30 If, as Shapiro says, the college experience
    0:32:32 produces all these benefits,
    0:32:37 does a prestigious college produce more of these benefits?
    0:32:40 This is a hard question to answer.
    0:32:43 The students who are admitted to the most prestigious colleges
    0:32:46 are necessarily smart and motivated.
    0:32:49 So if they do well later in life,
    0:32:53 how much of that success was due to their college experience
    0:32:56 versus their underlying smarts and motivation?
    0:32:59 Can we find someone to talk about that?
    0:33:01 – Sure, I’m happy to talk about it.
    0:33:03 – That is Amalia Miller.
    0:33:05 – And I’m a professor of economics
    0:33:07 at the University of Virginia.
    0:33:09 – Miller told us about a research paper
    0:33:12 by Stacey Bergdale and Alan Krueger
    0:33:14 called Estimating the Payoff
    0:33:17 to Attending a More Selective College.
    0:33:20 – This is a paper that was published in 2002.
    0:33:23 And basically, it tries to measure the relationship
    0:33:26 between attending a more selective college
    0:33:27 and later life earnings.
    0:33:30 They tried to find a way to get beyond correlations.
    0:33:34 So not just comparing people who went to more selective schools
    0:33:36 and people who went to less selective schools.
    0:33:38 – They were able to do this because they had data
    0:33:40 on where people applied to college,
    0:33:42 where they’d been accepted and rejected
    0:33:45 and which college they attended.
    0:33:48 They also had data from their incomes later in life.
    0:33:51 – You might imagine Penn State and Yale.
    0:33:52 And so you could have someone who applied
    0:33:55 to both those schools and got into both
    0:33:56 and one of them goes to Yale
    0:33:58 and the other goes to Penn State.
    0:33:59 And let’s look at their earnings.
    0:34:01 We’re not gonna compare the student
    0:34:04 who went to Penn State and didn’t apply to Yale.
    0:34:05 And we’re not gonna compare a student
    0:34:08 who went to Penn State, applied to Yale
    0:34:09 and got rejected from Yale.
    0:34:11 We’re gonna compare students who applied to
    0:34:13 and got into the same schools,
    0:34:16 but then ended up attending other schools.
    0:34:19 Their analysis included more than 14,000 students
    0:34:21 from 30 colleges.
    0:34:22 – What they find in the data
    0:34:24 is they first find the raw correlation
    0:34:27 that kind of fits with expectations and perceptions,
    0:34:29 which is that the students who attend more selective schools
    0:34:33 do have higher wages and better labor market outcomes.
    0:34:34 That’s the raw correlation.
    0:34:36 – Okay, that’s what you might expect.
    0:34:40 The graduates who attended better schools earned more money.
    0:34:44 But again, was the school responsible for that?
    0:34:47 Did the student who got into both Penn State and Yale
    0:34:49 and went to Yale do better
    0:34:51 than if they’d gone to Penn State instead?
    0:34:54 – Their result is that there was on average no benefits
    0:34:58 in terms of higher earnings to attending a more elite school
    0:35:01 or a more selective school than a less selective school.
    0:35:04 – In other words, once you hold everything else equal,
    0:35:08 the more elite schools did not boost earnings.
    0:35:11 Although we should know that’s on average, as Miller said.
    0:35:14 The researchers did find that elite schools
    0:35:16 boosted certain subgroups.
    0:35:19 – They actually have a follow on paper that uses more data
    0:35:23 and they do find potentially a wage benefit for people
    0:35:26 from more economically disadvantaged groups
    0:35:29 and minority students.
    0:35:31 – Morty Shapiro has also seen this effect.
    0:35:34 – The return to selectivity is much higher
    0:35:37 for people of color and particularly for black men
    0:35:40 and particularly for first generation students.
    0:35:42 And Miguel Urquiola again.
    0:35:44 – For certain types of students going to a school
    0:35:47 like Harvard get you into the right clubs.
    0:35:49 My guess is that parents believe it’s very valuable
    0:35:53 and that parents may be looking at a variety of outcomes.
    0:35:55 – Let’s talk about professors for a moment.
    0:36:00 So if elite universities are often optimized
    0:36:03 to produce really great academic research,
    0:36:05 to what degree is that at odds
    0:36:09 with also producing really good instruction
    0:36:12 for the paying students and the paying parents?
    0:36:17 Because it strikes me that the best researchers,
    0:36:19 often at least the ones I know,
    0:36:21 don’t have that much interest in teaching
    0:36:24 and that’s exactly what the students and the parents want.
    0:36:27 – Yeah, I think that there could definitely be a trade-off
    0:36:27 in this regard.
    0:36:29 So for example, it could very well be
    0:36:33 that some economics instructors at a place like city college
    0:36:36 or Rutgers are better than some economics instructors
    0:36:37 at Princeton.
    0:36:40 And this could be in part because the people at Princeton
    0:36:43 are selected on their research output
    0:36:46 and they may have less energy devoted to their teaching.
    0:36:47 – Let’s just pluck one out of history.
    0:36:50 How was Sir Isaac Newton as a professor?
    0:36:54 – There’s anecdotal evidence that he wasn’t very good.
    0:36:56 Many people were sleeping in the class.
    0:37:00 And anyone who’s been to university particularly knows
    0:37:02 of cases where someone who’s very brilliant
    0:37:06 on the research front is just disorganized or boring.
    0:37:09 I have the chance to have an instruction
    0:37:11 from Nobel winners who will go nameless.
    0:37:13 – No, not nameless, we always name them here.
    0:37:15 – Who seem to be particularly disorganized.
    0:37:20 – Morty Shapiro wearing his economist hat
    0:37:22 and not his college president hat
    0:37:26 has analyzed the impact of faculty skill.
    0:37:28 He wanted to compare how students did
    0:37:31 if they had an intro course taught by a tenured
    0:37:35 or tenure-tracked professor versus a non-tenure-tracked
    0:37:37 professor including an adjunct.
    0:37:39 Adjuncts are essentially freelancers
    0:37:42 who get paid much less than tenure-tracked professors
    0:37:46 and who are leaned on extensively by even elite colleges
    0:37:48 to teach a lot of classes.
    0:37:51 Shapiro found that students who took intro courses
    0:37:55 with non-tenure-tracked professors did better
    0:37:58 in more advanced courses than if they’d had a tenured
    0:38:02 or tenure-tracked professor for the intro course.
    0:38:05 One reason tenured professors may not be as good at teaching
    0:38:07 is that as we mentioned earlier,
    0:38:10 the top schools may value research
    0:38:12 over classroom instruction.
    0:38:17 Still, if you are the student or the parent of a student
    0:38:20 at an elite school, shouldn’t classroom instruction
    0:38:23 be pretty important?
    0:38:27 Miguel Urquillola says that reputation and prestige
    0:38:31 tend to trump the actual quality of instruction.
    0:38:35 One thing I always like saying is, if you’re in, say,
    0:38:37 New York City and you have a very reputable restaurant
    0:38:40 and you stop cooking well, it won’t take long
    0:38:42 before you’re out of business. You’ll die.
    0:38:45 On the other hand, you could mismanage an elite American
    0:38:48 university for decades and you’ll still be there.
    0:38:50 You have a lot of margin of error.
    0:38:53 The preservation of that elite status,
    0:38:59 would you consider that a useful and perhaps even noble
    0:39:03 incentive or a selfish incentive for the universities?
    0:39:05 I think it has both features.
    0:39:08 So it is selfish and, in a way, can be viewed very negatively
    0:39:10 because why don’t you just take more people?
    0:39:12 Why are you trying to keep this sort of club
    0:39:13 and this sort of prestige?
    0:39:16 The other way of seeing it is that that prestige
    0:39:19 is what enables these schools to have access to a tremendous
    0:39:21 amount of resources and lots of talent.
    0:39:23 And one way you could rationalize it,
    0:39:25 and I think it’s perfectly defensible, is to say,
    0:39:28 if I’m Stanford or if I’m Johns Hopkins,
    0:39:30 my job is to be doing, for example,
    0:39:34 research and producing knowledge that does serve the common good.
    0:39:38 People at Penn were involved in the creation of the COVID vaccine.
    0:39:41 People in Peru are extremely grateful that this happened
    0:39:43 and people in Ghana.
    0:39:46 So let’s talk about this from the perspective of, let’s say,
    0:39:48 a high school sophomore or junior,
    0:39:50 maybe the parent of that student.
    0:39:54 Can you talk for a moment about the best way to think about
    0:39:56 the college choice, especially along two dimensions,
    0:39:58 that I see a lot of people struggling with?
    0:40:01 One is reputation and one is fit.
    0:40:04 So with reputation, it seems that in certain circles,
    0:40:10 almost all students want to attend the highest status university
    0:40:12 to which they can be admitted.
    0:40:16 And if they’re admitted to University of Chicago and Princeton,
    0:40:18 then maybe there’s a little bit of a debate,
    0:40:20 well, Ivy versus Chicago, et cetera, et cetera.
    0:40:22 But I sense that in other circles,
    0:40:25 there’s more of an interest in finding the right fit
    0:40:28 and that fit may have to do with the academic programs,
    0:40:30 the general environment,
    0:40:34 the kinds of people that attend the University of Students,
    0:40:37 the kinds of people that are faculty there,
    0:40:39 the cost of the University and so on.
    0:40:43 So can you give some general advice to that parent or student
    0:40:46 about how to think about reputation versus fit?
    0:40:48 Yeah, what I would put generally in the category of fit
    0:40:50 is like, what will this school do for my kid
    0:40:52 in terms of teaching them something that they like
    0:40:54 or teaching them good skills?
    0:40:56 And the reputational side is more,
    0:40:58 what will this school do for my kid in terms of the brand
    0:41:00 that will be attached to my kid?
    0:41:02 Reputation matters.
    0:41:04 There’s evidence that it matters on the labor market.
    0:41:07 We end up going for the reputation rather than for the fit
    0:41:10 because the fit is going to be something that’s hard to measure.
    0:41:13 You cited evidence of a positive relationship
    0:41:15 between university status and the labor market.
    0:41:18 How strong is that evidence?
    0:41:20 That’s a good question.
    0:41:22 So I have found in research in the country of Columbia
    0:41:24 that it’s extremely important that it basically puts you
    0:41:26 on a different trajectory.
    0:41:28 Like if you go to a more selective school,
    0:41:30 you’re going to get a better job initially,
    0:41:32 and your advantage will in fact expand.
    0:41:39 Wall Street almost exclusively comes to the most elite universities
    0:41:41 in the U.S. and says only these universities
    0:41:44 are going to have direct access to Wall Street.
    0:41:47 That again is the economist Peter Blair,
    0:41:51 co-author of the paper Why Don’t Elite Colleges Expand Supply.
    0:41:56 So I think it’s more a function of the intentional strategy
    0:42:00 on the labor demand side of firms than it is on the student side.
    0:42:03 And then as students know that they’re going to be recruited,
    0:42:04 they’re going to make a lot of money,
    0:42:06 and that this is going to be a signal to their peers
    0:42:07 and to the broader society,
    0:42:11 then that is a more well-paved path.
    0:42:13 This brings us back to the central conflict.
    0:42:17 Elite schools confer advantages on their students
    0:42:20 in part through the promise of exclusivity.
    0:42:23 But they can’t expand their supply.
    0:42:26 They can’t make their excellence available to more students
    0:42:29 without diluting their exclusivity.
    0:42:32 That at least is how these schools appear to operate.
    0:42:35 Remember, as Blair told us earlier,
    0:42:38 elite schools in the U.S. have grown by only a little bit.
    0:42:43 Schools in the top 2% have grown by about 7%.
    0:42:46 And the growth rate of the non-elites?
    0:42:48 It’s about 60%.
    0:42:50 So here’s an obvious question.
    0:42:53 Is it possible for an elite school to get bigger
    0:42:56 without diluting its prestige?
    0:42:58 Peter Blair thinks so.
    0:43:00 And he says there’s one university,
    0:43:03 actually one university system that’s figured it out.
    0:43:06 Where we see this happening quite successfully
    0:43:08 is with the UC system,
    0:43:10 the University of California system.
    0:43:13 UC Merced, UC Irvine, UC Davis.
    0:43:16 These are all relatively new universities
    0:43:19 that have been created in the past 50 or 60 years.
    0:43:21 And in a very short time,
    0:43:24 these universities have become powerhouses.
    0:43:28 The University of California has grown to a far greater extent
    0:43:31 than certainly any private university in the U.S.
    0:43:34 and almost any public university.
    0:43:36 That is Zachary Bleemer.
    0:43:39 It’s doubled in size and more over the last 30 years.
    0:43:41 Bleemer is an economist at Princeton.
    0:43:44 He used to do research at Opportunity Insights,
    0:43:46 a research group at Harvard
    0:43:49 that tries to identify the barriers to income mobility.
    0:43:51 In other words, they try to figure out
    0:43:56 why the American dream seems to have faded away for many people.
    0:43:59 But Bleemer says the University of California story
    0:44:00 is a bright spot.
    0:44:02 Now, how’d that happen?
    0:44:05 The University of California was charged in 1960
    0:44:09 by the California Master Plan for Higher Education
    0:44:12 with educating the top 12.5%
    0:44:14 of California high school graduates.
    0:44:17 As a result, the University has grown
    0:44:19 with the state of California’s population,
    0:44:21 which, as many people know,
    0:44:24 has grown very dramatically over the last 50 years.
    0:44:27 How have they been able to expand so aggressively?
    0:44:31 One way that the University has attempted to expand enrollment
    0:44:33 has been to build a new campus,
    0:44:36 a relatively unusual proposition in the 21st century
    0:44:40 that California has used with unusual success.
    0:44:44 So the University of California campus at Merced
    0:44:45 opened in 2005.
    0:44:48 It now enrolls over 10,000 undergraduates.
    0:44:51 That’s been an important way for the University
    0:44:53 to provide access to a lot of students
    0:44:56 who would otherwise not be able to enroll
    0:44:58 at a similar quality university.
    0:45:01 And what kind of quality are we talking about here?
    0:45:05 Today, there are 10 University of California campuses,
    0:45:08 four of which are in the top 25
    0:45:10 of the U.S. News and World Report ranking
    0:45:12 of best global universities.
    0:45:16 Berkeley ranks fourth, just above Cambridge.
    0:45:19 This quality begets funding.
    0:45:22 The UC system takes in billions of research dollars
    0:45:25 every year from the federal government,
    0:45:28 and this funding begets more quality.
    0:45:31 It’s a lot easier to hire great professors and researchers
    0:45:34 with research money in place.
    0:45:37 The California schools have another hiring advantage
    0:45:40 because California is such an appealing place
    0:45:42 for many people to live.
    0:45:45 That’s made it a draw for very high quality faculty
    0:45:48 who are often willing to forgo higher salaries
    0:45:52 or other perks at other elite universities.
    0:45:54 And that’s because even East Coast prestige
    0:45:57 has a hard time competing with California weather.
    0:46:00 I was a couple of minutes late to this interview,
    0:46:03 slip sliding my way across sheets of ice.
    0:46:06 The amenity value of living in California is very appealing.
    0:46:08 It’s in my face at the moment.
    0:46:10 What if you want to replicate
    0:46:12 the University of California’s success,
    0:46:16 but you can’t offer the benefits of California itself?
    0:46:19 Yeah, it would be difficult for universities
    0:46:22 and other states to replicate California’s weather.
    0:46:27 But what is available to schools anywhere in the U.S.
    0:46:30 is, I think, a growing body of research
    0:46:34 that suggests that direct educational expenditure,
    0:46:37 which means having high paid faculty
    0:46:40 and top graduate students,
    0:46:46 providing education to undergraduate students
    0:46:50 from all walks of life and from all backgrounds,
    0:46:53 is extremely valuable to those students in the long run.
    0:46:56 Similarly, providing strong student services
    0:46:58 to help struggling students
    0:47:00 and to keep students in school
    0:47:04 is extremely valuable in the long run to those students.
    0:47:06 There’s one more advantage.
    0:47:09 The University of California system has a structural advantage,
    0:47:11 which can be replicated.
    0:47:15 Because the UC schools are all part of the same network,
    0:47:17 not only do they share a lot of resources,
    0:47:20 but they also aren’t competing against one another
    0:47:24 in the same zero-sum way that independent schools do.
    0:47:28 Imagine that Harvard decides to admit more students each year
    0:47:32 to expand access to its world-class institution.
    0:47:36 But what if that expansion diminishes Harvard’s exclusivity
    0:47:39 to the point that it slips in the rankings?
    0:47:42 That’s good news for Princeton and Yale.
    0:47:46 So Harvard doesn’t have much incentive to do that.
    0:47:50 Here, again, is Peter Blair, the Harvard economist
    0:47:52 who built a model to understand
    0:47:55 why elite colleges don’t expand.
    0:47:58 What we find in the model is that the inability
    0:48:02 of an individual university to shift the norm
    0:48:05 towards expanding, that’s the challenge.
    0:48:08 But let’s say the University of California’s San Diego
    0:48:12 were to slip in the ranks, perhaps to the benefit
    0:48:15 of UC Irvine or UC Davis.
    0:48:18 Well, for the University of California system,
    0:48:20 that’s not such a big deal.
    0:48:23 You could imagine the Ivy League schools
    0:48:25 doing something similar, getting together
    0:48:29 and agreeing to admit 10% more students
    0:48:30 over the next few years.
    0:48:32 Could this actually happen?
    0:48:34 So this would be very similar to what’s happening
    0:48:36 with the Paris Accords around climate change,
    0:48:39 where we’re coming together as countries from around the world
    0:48:43 and committing to reducing the amount of carbon that we emit.
    0:48:44 But doing that collectively,
    0:48:46 that creates a sense of shared responsibility
    0:48:50 where nobody is going to unilaterally reduce their carbon
    0:48:52 and then become less competitive
    0:48:54 and then be overtaken by a peer country.
    0:48:58 Imagine, Steven, if the president of the Ivy League
    0:49:02 and the Ivy Plus universities came along with their boards
    0:49:05 and with alumni associations and with current students saying,
    0:49:08 how can we work together to make these experiences
    0:49:10 accessible to more students?
    0:49:12 I am trying to imagine that, Peter,
    0:49:14 but I’m having a little bit of a hard time.
    0:49:17 Let me give a parallel example or a parallel explanation for why.
    0:49:20 I think back to a little under 10 years ago
    0:49:25 when Yale had opened a campus in Singapore,
    0:49:28 and at the time, Drew Faust, the president of Harvard,
    0:49:31 was asked if Harvard would do something like that,
    0:49:33 and she said no, that they weren’t interested
    0:49:36 in establishing an undergraduate campus abroad.
    0:49:39 But then further, Harvard’s vice provost
    0:49:41 for international affairs, George Dominguez,
    0:49:45 said, I’m not in the McDonald’s franchising business.
    0:49:47 And that sounded to me like a person
    0:49:49 who understood that his brand, Harvard,
    0:49:53 was an extraordinarily powerful and attractive brand,
    0:49:57 and it would be foolish to consider watering it down.
    0:50:01 And so while I’m trying to envision this interesting
    0:50:05 and perhaps utopian world where the Ivy’s and Ivy Pluses,
    0:50:07 as you put it, would come together to come up with a way
    0:50:12 to smartly create more supply for this overwhelming demand,
    0:50:15 and at the end of the day, and I think you would probably know
    0:50:17 this better than I as an economist,
    0:50:19 people respond to incentives in university.
    0:50:22 Presidents and provosts and vice provosts are people.
    0:50:26 And so I wonder if there’s just not too much private incentive
    0:50:29 there for them to keep their prestige as high as they can
    0:50:33 at the expense of the potential beneficiaries
    0:50:35 of expanded supply.
    0:50:38 Wow, wow, wow, that’s a million dollar question, right?
    0:50:40 What our paper does is it provides a roadmap
    0:50:43 for understanding how universities can expand.
    0:50:46 And the key message there is that there needs to be coordination.
    0:50:51 We don’t think that the goal is to try and point the finger
    0:50:54 at universities, and in fact, what the data and the model
    0:50:57 are showing us is that the lack of expansion
    0:51:01 is not because universities are acting selfishly, right?
    0:51:04 It really is because of their inability to coordinate
    0:51:07 more broadly, and in fact, they’re constrained by the law
    0:51:09 which reduces their capacity to coordinate.
    0:51:13 And so at the highest level, there’s a policy question
    0:51:16 which is should we look at this as a context where
    0:51:19 we ought to rethink what we know about the rule of antitrust.
    0:51:21 So that’s the first level.
    0:51:24 And then the second level is can we convene a group of universities
    0:51:28 to say we recognize that we are in a situation
    0:51:31 where we’re pitted against each other in terms of rankings.
    0:51:33 And this isn’t good for us.
    0:51:36 This is not good for students, and this is not good for society.
    0:51:40 So how can we work together to preserve the quality
    0:51:43 that we have as institutions and do that in a way
    0:51:46 that also expands access by increasing the number
    0:51:48 of spaces that are available?
    0:51:51 Have these elite universities ever had any discussion
    0:51:54 about that sort of pro-social collusion?
    0:51:55 So yes, they have.
    0:51:57 I think this was in the 1990s.
    0:52:00 Universities used to coordinate on admissions decisions
    0:52:05 and financial aid, and this was ruled illegal by the FTC.
    0:52:09 The Sherman Antitrust Act makes it illegal for universities
    0:52:12 to collude, in part because the general thinking
    0:52:16 around this type of cooperation is that oftentimes
    0:52:19 it works in the interest of producers
    0:52:21 and not in the interest of consumers.
    0:52:25 And a key insight of our paper is that this is a context
    0:52:28 where if universities were able to coordinate
    0:52:31 or to cooperate, they could actually increase
    0:52:33 the social surplus, not decrease it.
    0:52:38 It is a lovely notion, as Peter Blair puts it,
    0:52:42 to increase the social surplus rather than decrease it.
    0:52:45 Isn’t that the whole idea behind the university
    0:52:47 in the first place?
    0:52:52 But one reason this sort of collusion isn’t likely
    0:52:55 and why universities probably won’t receive
    0:52:57 an antitrust exemption anytime soon
    0:53:00 is because of a different sort of collusion
    0:53:02 they’ve allegedly engaged in.
    0:53:05 Earlier this year, eight colleges, including Columbia,
    0:53:09 agreed to pay more than $100 million to settle claims
    0:53:13 that they colluded to limit financial aid to admitted students.
    0:53:16 The settlements came after 17 schools were taken to court
    0:53:19 when former students filed the class action lawsuit.
    0:53:22 Their lawyers estimated that roughly 200,000 students
    0:53:26 were harmed by what they called a price-fixing cartel.
    0:53:31 Headlines like these and research like Peter Blair’s
    0:53:35 and scandals like Operation Varsity Blues,
    0:53:37 all of this makes it hard to believe
    0:53:40 we’re actually heading for a big change.
    0:53:44 It can also make it hard to even root for universities.
    0:53:47 Miguel Urquiola again from Columbia.
    0:53:50 Politically, I think the U.S. has gotten into a situation
    0:53:52 in which sometimes I joke that the university
    0:53:54 doesn’t have a lot of friends.
    0:53:56 From the right wing, there seems to be a lot of suspicion
    0:53:59 of the university because it often is perceived
    0:54:02 to be friendlier towards a more left-leaning orientation.
    0:54:06 From the left wing, the universities viewed very badly
    0:54:08 because they’re basically perceived as this machine
    0:54:10 for perpetuating inequality.
    0:54:12 And so sometimes I think the university
    0:54:15 is basically left abandoned and no one’s going to protect it.
    0:54:19 Okay, that was an update of our 2022 episode,
    0:54:22 “The University of Impossible to Get Into.”
    0:54:24 Coming up after the break,
    0:54:26 a new conversation with Peter Blair
    0:54:29 about why he thinks the idea of the university
    0:54:31 needs protection.
    0:54:33 I’m Stephen Dubner. This is Freakonomics Radio.
    0:54:35 We will be right back.
    0:54:47 In the two years since we first published
    0:54:49 this series on American higher education,
    0:54:52 public opinion about college has fallen even farther.
    0:54:55 A recent Gallup poll found that fewer than 40%
    0:54:58 of U.S. adults express either a great deal
    0:55:01 or quite a lot of confidence in higher education.
    0:55:03 Harvard University in particular
    0:55:07 has attracted a lot of criticism from many directions.
    0:55:09 The school’s president, Claudine Gay,
    0:55:11 resigned after her academic work
    0:55:13 was found to have contained plagiarism.
    0:55:16 That was shortly after her disastrous testimony
    0:55:18 to Congress about Harvard’s handling
    0:55:21 of anti-Semitism on campus.
    0:55:24 At Harvard, one New York Times headline read,
    0:55:28 “Some wonder what it will take to stop the spiral.”
    0:55:30 We wondered too.
    0:55:33 So we gave another call to Peter Blair,
    0:55:36 the Harvard economist you heard from earlier in this episode.
    0:55:38 Although Harvard pays his salary,
    0:55:40 Blair has been critical of the institution
    0:55:42 and other elite colleges.
    0:55:45 So I figured we’d get a balanced view.
    0:55:48 This conversation was recorded in mid-July.
    0:55:49 Peter Blair.
    0:55:51 Stephen, how are you?
    0:55:53 I’m great. Nice to hear your voice.
    0:55:55 It’s good to hear your voice too.
    0:55:57 So the last time we spoke, Peter,
    0:55:59 we were talking about a paper you had written
    0:56:02 called “Why Don’t Elite Colleges Expand Supply,”
    0:56:04 published in 2021.
    0:56:08 What’s been the response to your argument
    0:56:10 or your findings in that paper?
    0:56:12 And I’m especially curious to know
    0:56:14 what kind of conversation it may have spurred
    0:56:16 at Harvard itself.
    0:56:18 The paper has had a really phenomenal reception.
    0:56:20 So every so often, someone will ask the question,
    0:56:22 “Why is it that elite universities are so small?”
    0:56:24 And a colleague would say,
    0:56:25 “Well, Peter Blair and Kent Smithers
    0:56:26 have written the paper on it.
    0:56:27 You should go and read it.”
    0:56:29 It always feels good when you have a paper
    0:56:31 that’s viewed by many of your colleagues
    0:56:33 as making a seminal contribution
    0:56:36 to how folks understand a question.
    0:56:40 I think that, especially with Operation Varsity Blues
    0:56:43 and then also with the cascading down to zero
    0:56:45 of the admissions rates at places like Stanford,
    0:56:47 Harvard, and many of the other elite schools,
    0:56:51 there’s this growing concern that many of our elite schools
    0:56:53 are nearly impossible to get into.
    0:56:55 And a very legitimate question is,
    0:56:56 “Why haven’t they expanded?”
    0:56:58 I would add to Stephen something else that’s changed
    0:57:01 since you and I last were on the Freakonomics podcast
    0:57:05 is that the Supreme Court’s decision about affirmative action,
    0:57:07 which was specifically about Harvard.
    0:57:10 This is students for fair admissions versus Harvard.
    0:57:11 Exactly.
    0:57:15 And so in a lot of ways, I think we’re in an environment now
    0:57:18 where there’s increasing scrutiny on elite universities
    0:57:21 in terms of thinking about who is there,
    0:57:22 who gets to go there,
    0:57:24 what’s the admissions criteria that’s there.
    0:57:27 And quite frankly, the fact that we haven’t expanded
    0:57:29 in the past, say, four decades,
    0:57:32 that puts even more of a spotlight on these universities.
    0:57:33 I’ll give you one tidbit.
    0:57:38 Princeton University first admitted women in 1969.
    0:57:41 So my mom, who was born in 1946,
    0:57:44 she would not have been eligible to go to Princeton
    0:57:46 because she is a woman.
    0:57:48 And so that’s mind-blowing, right?
    0:57:53 So effectively, the pool of qualified applicants to Princeton
    0:57:57 has doubled, women, minorities, many other groups
    0:58:01 who are eligible and qualified to go to elite universities.
    0:58:03 Yeah, I just wonder, it seems from the outside
    0:58:06 like such an obvious solution that elite universities
    0:58:09 in particular have pushed for an increase in racial diversity.
    0:58:12 The Supreme Court has just made that path
    0:58:15 either more difficult or certainly different.
    0:58:17 And of all the ideas that have been discussed
    0:58:19 about how to increase diversity,
    0:58:22 or let’s call it increase opportunity for more people
    0:58:24 rather than just diversity
    0:58:27 according to some kind of demographic checklist or something,
    0:58:32 wouldn’t expanding supply be a really obvious solution
    0:58:34 even for an institution like Harvard
    0:58:37 that’s been generally reluctant toward that solution?
    0:58:39 Yeah, we have to ask ourselves,
    0:58:41 what is the product that we’re selling?
    0:58:43 Are we selling a product where we believe
    0:58:46 that the quality of the education that we’re producing
    0:58:48 is what is going to create value?
    0:58:50 Because if we think that that’s going to create value,
    0:58:52 then we want to make sure that that’s available
    0:58:54 to a lot more people.
    0:58:56 If instead what we think we’re creating
    0:58:58 is a very scarce luxury good,
    0:59:00 then we want to make sure
    0:59:03 that we’re artificially keeping the supply restricted
    0:59:05 because then it becomes something that’s coveted.
    0:59:08 It’s like getting into a really exclusive club in New York
    0:59:10 when they’re only 10 tables.
    0:59:12 You don’t want to expand tables
    0:59:15 if what you’re really selling is that exclusivity.
    0:59:18 You know, one dimension upon which this conversation
    0:59:21 becomes especially salient to me
    0:59:23 is when I look at university endowments.
    0:59:26 So Harvard is, I believe, still the biggest in the world
    0:59:29 with about $50 billion of endowment.
    0:59:31 When you look at endowments at the top ranked universities
    0:59:34 in the world, many of them are just massive,
    0:59:36 including the California public schools.
    0:59:39 It’s tempting to look at a place like Harvard
    0:59:41 if you are cynical,
    0:59:45 if you have some either political or social
    0:59:48 or other reason to bring some negativity to it
    0:59:51 and say, you know, what it really is
    0:59:55 is a hedge fund with a few classrooms and some dorms.
    0:59:58 Or maybe it’s a status factory,
    1:00:03 but it’s certainly not fulfilling some greater good
    1:00:06 of the type that maybe John Harvard himself
    1:00:08 would have envisioned.
    1:00:11 So what do you say to that cynical argument?
    1:00:14 Yeah, I sit here in this dual role.
    1:00:16 You know, there’s the kid who grew up
    1:00:18 in the Bahamas selling fruits and vegetables
    1:00:20 who many people would have thought
    1:00:22 may have never gone to Harvard as a student,
    1:00:24 much less become a professor, right?
    1:00:26 And so there’s that outsider looking in
    1:00:29 and then also someone who is a custodian
    1:00:32 in many ways of the work that we do at Harvard.
    1:00:35 I think that to say that the university is just
    1:00:37 a hedge fund with classes is a bit uncharitable.
    1:00:39 I do think that the research work that happens
    1:00:41 at universities is incredibly vital.
    1:00:44 So take, for example, the COVID vaccine that was developed
    1:00:47 by researchers at the University of Pennsylvania,
    1:00:51 or at least the underlying science for that type of vaccine.
    1:00:54 You also have a colleague at the Harvard School of Public Health
    1:00:58 who was a part of developing the actual vaccine at the NIH.
    1:01:01 That saved millions of lives, right?
    1:01:04 And so it’s important for us to keep that in mind
    1:01:08 that the research that we do has a phenomenal impact.
    1:01:11 If you think about the companies that have been created
    1:01:14 by our graduates, you think about Elon Musk,
    1:01:16 who’s a graduate of the University of Pennsylvania,
    1:01:18 and he’s created SpaceX, he’s created Tesla,
    1:01:21 you think about Microsoft that was created by Bill Gates,
    1:01:24 or Facebook that was created by Mark Zuckerberg.
    1:01:26 Well, dropouts, but they started.
    1:01:29 Yeah, I mean, but a lot of the, in a sense,
    1:01:32 like even being a Harvard dropout or a Penn dropout,
    1:01:36 is something that has currency in Sand Hill Road
    1:01:38 when they’re looking for venture capital money,
    1:01:40 in addition to their ideas, the networks that they get connected
    1:01:42 to, the people that they’ve become a part of.
    1:01:45 And so universities are in the business of creating research
    1:01:48 and creating ideas. I don’t want to lose that.
    1:01:51 Now, one thing I would say is that if we expand supply
    1:01:54 and we open up our doors to more people,
    1:01:56 we’re exposing ourselves to the possibility
    1:01:59 of finding more Zuckerbergs and more Musk’s,
    1:02:01 but who might be coming from places
    1:02:03 where we traditionally don’t look,
    1:02:06 precisely because there is more opportunity.
    1:02:09 America’s confidence in higher education
    1:02:11 has been in decline for a while.
    1:02:14 A lot of it was thought to be mostly
    1:02:17 among conservatives and Republicans
    1:02:21 who didn’t feel welcome on a lot of the elite campuses
    1:02:25 and felt that a lot of the whole college ecosystem
    1:02:27 is just too liberal.
    1:02:30 And there’s a lot of data to show that the professoriate,
    1:02:33 at least, is overwhelmingly aligned with liberal
    1:02:36 or democratic politics. That’s indisputable.
    1:02:38 But recently, there was a Gallup poll
    1:02:41 that found that Democrats also now have much less faith
    1:02:43 in higher education.
    1:02:45 So let me just ask you baseline.
    1:02:49 What do you think is causing this decline in public confidence?
    1:02:54 And if you have ideas to reverse that decline,
    1:02:56 what would your best ideas be?
    1:02:59 I think that one of the big reasons
    1:03:02 is the increasing sticker price of colleges.
    1:03:05 So it’s not uncommon for the sticker price of tuition
    1:03:07 to be $60,000 at many colleges.
    1:03:10 Some colleges, it’s $70,000.
    1:03:13 Now, it’s a bit of a symbol of excess
    1:03:17 that the sticker price for tuition is just so incredibly high.
    1:03:22 When you look at what money is being spent on at many universities,
    1:03:25 oftentimes it’s being spent on amenities,
    1:03:30 a nicer stadium, pools, gyms, a good cafeteria.
    1:03:34 A lot of these auxiliary functions that do not to the public
    1:03:38 appear to be critical to the educational mission of the institution.
    1:03:40 And so then that looks like waste.
    1:03:43 When it comes to the political dimension of this,
    1:03:47 I do think that there is a way in which university campuses
    1:03:52 have become a place of intellectual safety
    1:03:54 as opposed to intellectual growth.
    1:03:58 And I’ll tell you a story where, for me, it really hit home.
    1:04:01 I’m a graduate of the University of Pennsylvania.
    1:04:06 And I remember in 2016, this was right after the Trump election,
    1:04:10 I was on Facebook scrolling through when I saw this headline,
    1:04:13 and effectively was seeing how after Trump got elected
    1:04:16 that there were support rooms with support puppies
    1:04:18 and coloring books and dogs.
    1:04:20 And I thought this is very embarrassing
    1:04:23 because what happened was democracy happened.
    1:04:26 You had two people running for the presidency.
    1:04:28 One of them is going to win.
    1:04:29 One candidate won.
    1:04:31 Maybe it wasn’t your preferred candidate.
    1:04:34 But what you do is you organize, you bring out the vote next time.
    1:04:38 And it was very disturbing to me that at an institutional level,
    1:04:40 it seemed as if this was the appropriate response.
    1:04:43 And that problem just got worse over time.
    1:04:48 There was a famous-ish report out of the University of Chicago in 1967
    1:04:51 known as the Calvin Committee Report.
    1:04:55 It basically said that the university should not play a prominent role
    1:04:57 in political and social action.
    1:04:59 That’s not the role of the university.
    1:05:02 And, you know, Chicago has been a bit of an outlier
    1:05:05 for elite universities in the past 30 or 40 years.
    1:05:09 But now, especially after the demonstrations on campuses
    1:05:13 and especially after, you know, two of the three college presidents
    1:05:17 went to testify on Congress and were effectively removed
    1:05:20 from their positions shortly after your president at Harvard
    1:05:23 and the president at Penn as well, it seemed like a lot of colleges,
    1:05:25 a lot of universities are now saying,
    1:05:28 “Oh, yeah, we like the Calvin Committee Report idea.
    1:05:32 We like the idea of staying politically and socially neutral.”
    1:05:34 Even though that had not been the case,
    1:05:38 there had been strong endorsements of certain political or social movements
    1:05:40 and total silence on others.
    1:05:44 I’m just curious, Peter, especially as you’re coming here
    1:05:48 into this educational ecosystem from outside the United States,
    1:05:52 what you see as the role of the university in that regard
    1:05:55 and whether you think this late-stage embrace
    1:05:58 of the Calvin Committee Report is actually a good idea
    1:06:00 or is it maybe just more cowardice
    1:06:02 because by putting themselves forward,
    1:06:04 these universities have gotten spanked
    1:06:06 and all they want to do is stop the pain
    1:06:09 and therefore, hey, let’s try to embrace this report
    1:06:12 and maybe that will make people not be so angry at us anymore.
    1:06:17 Yeah, I think this is something that many campuses are wrestling with internally
    1:06:21 and the fact that the adoption of institutional neutrality
    1:06:24 is in response to universities taking a position
    1:06:28 that was deeply unpopular with both sides within their campuses
    1:06:32 and outside of the campus, in a sense that gives me a lot of concern
    1:06:37 because it’s not about believing in the fundamental principle of institutional neutrality.
    1:06:41 It is a bit of we want the pain to stop and I don’t like that.
    1:06:46 I also think that it’s out of step with what students are requiring these days
    1:06:49 because in a lot of ways, universities taught students
    1:06:51 that what’s important is social justice
    1:06:56 and using your voices and then layer that in with the proliferation of social media
    1:07:01 where there are some individual students or individual faculty members
    1:07:05 who on social media may have a larger platform than an entire university.
    1:07:07 That’s not a tenable approach.
    1:07:09 I have one last question for you.
    1:07:15 One solution that you offer is to allow universities to collude on admissions
    1:07:18 which is illegal under the Sherman Act
    1:07:20 but apparently you have a way to make it sound better.
    1:07:24 Is there a way in which the federal government should consider an exception here
    1:07:26 and what would that accomplish?
    1:07:28 You have a way of asking questions, Stephen.
    1:07:34 So what we show in the paper is that the challenge that universities face is the following.
    1:07:39 If they’re in this prestige game where they’re trying to have an admissions rate
    1:07:41 that’s lower than the admissions rate of their peers,
    1:07:45 then effectively if one university said unilaterally,
    1:07:48 “Okay, we’re going to open up the aperture a bit more,”
    1:07:51 that university becomes less selective relative to its peers
    1:07:54 and its peers are not going to voluntarily disarm.
    1:07:58 And so you have a situation that’s similar to a prisoner’s dilemma game
    1:08:02 where it’s in everybody’s best interest to expand supply
    1:08:05 but then no one’s unilaterally going to do it.
    1:08:10 One great example of this would be I think it was 2007 to 2010.
    1:08:16 Harvard, UVA, and Princeton all did away with their early decision and their early action programs.
    1:08:18 And the thinking was the following.
    1:08:22 By having a two-tiered admission system where you allow some people to apply early
    1:08:24 and have a higher probability of getting in,
    1:08:27 you’re privileging people who are wealthier, who go to better schools,
    1:08:29 who are a lot more connected.
    1:08:34 And the thinking was that other universities would follow Harvard, UVA, and Princeton in doing this.
    1:08:36 You know what happened?
    1:08:39 Yale, Stanford, and others did not follow.
    1:08:45 And it was exactly during that time that Harvard’s admissions rate went up relative to Yale and to Stanford.
    1:08:50 And then Stanford leapfrogged Harvard as the most selective university.
    1:08:54 And in 2011, Harvard reversed course.
    1:09:00 Now all of the equity arguments that were made in 2007 still applied in 2011.
    1:09:02 What changed?
    1:09:04 Stanford was cleaning our clock.
    1:09:06 So we’re not advocating for collusion.
    1:09:14 But what we’re saying is that this is a situation in which you need some form of cooperation between universities.
    1:09:22 This might be something where the government says, “Look, we want you to expand supply as a condition of getting additional resources.”
    1:09:27 Or maybe we will start taxing your endowment a little bit more aggressively until you expand supply?
    1:09:35 I do think that universities face a lot more scrutiny unless we’re able to make a really clear argument for the ways in which we’re serving the public.
    1:09:43 And I do believe that by expanding, this is a very clear demonstrable signal that you’re opening up opportunity to a lot more people.
    1:09:45 I think it’s an easy win.
    1:09:50 I’d like to thank Peter Blair for this conversation.
    1:09:53 I learned a lot from it and I hope you did too.
    1:09:59 Coming up next time on the show, we conclude our updated series on the economics of higher education.
    1:10:01 Until then, take care of yourself.
    1:10:04 And if you can, someone else too.
    1:10:09 Freakonomics Radio is produced by Stitcher and Renbud Radio.
    1:10:17 You can find our entire archive on any podcast app and also at Freakonomics.com, where we publish transcripts and show notes.
    1:10:22 This episode was produced by Zach Lipinski with help from Dalvin Abouashi.
    1:10:33 Our staff also includes Alina Kulman, Augusta Chapman, Eleanor Osborne, Elsa Hernandez, Gabriel Roth, Greg Rippin, Jasmine Klinger, Jeremy Johnston, John Schnars, Julie Kanfer, Lerick Bowditch,
    1:10:37 Morgan Levy, Neil Carruth, Rebecca Lee Douglas, Sarah Lilly and Theo Jacobs.
    1:10:40 Our theme song is “Mr. Fortune” by the Hitchhikers.
    1:10:43 Our composer is Luis Guerra.
    1:10:45 As always, thank you for listening.
    1:10:53 Jesus take the wheel.
    1:11:01 The Freakonomics Radio Network, the hidden side of everything.
    1:11:04 [music]
    1:11:06 Stitcher.
    1:11:09 (upbeat music)

    America’s top colleges are facing record demand. So why don’t they increase supply? (Part 2 of our series from 2022, “Freakonomics Radio Goes Back to School.”)

     

    • SOURCES:
      • Peter Blair, professor of education at Harvard University and faculty research fellow at the National Bureau of Economic Research.
      • Zachary Bleemer, assistant professor of economics at Princeton University and faculty research fellow at the National Bureau of Economic Research.
      • Amalia Miller, professor of economics at the University of Virginia.
      • Morton Schapiro, professor of economics and former president of Northwestern University.
      • Miguel Urquiola, professor of economics at Columbia University.

     

     

  • What Exactly Is College For? (Update)

    AI transcript
    0:00:02 (dramatic music)
    0:00:05 – Hey there, it’s Stephen Dubner.
    0:00:09 In a few weeks, a new batch of students will arrive
    0:00:12 at the nearly 4,000 colleges across the US.
    0:00:15 It has been a turbulent time for higher education.
    0:00:18 Enrollment is up a bit over the past couple of semesters,
    0:00:21 but that comes after years of decline.
    0:00:26 Colleges are closing or merging at a rate of about one a week.
    0:00:28 And the already heated conversation
    0:00:30 about free speech on campus got even hotter
    0:00:34 during the springtime protests around the war in Gaza.
    0:00:37 Perhaps most important, trust in higher education
    0:00:38 has been eroding.
    0:00:41 First, on the right side of the political spectrum,
    0:00:43 but the left is catching up.
    0:00:46 Last week, we spoke with Tanya Tetlow,
    0:00:48 the president of Fordham University in New York City,
    0:00:52 about how she has tried to navigate the turbulence.
    0:00:56 – We have always authorized any request to protest
    0:00:57 on our campus at Student Spring Us.
    0:00:59 But what we navigate with them is, you know,
    0:01:02 you don’t point bullhorns at the library during study session.
    0:01:05 – And earlier this year, we spoke with Michael Roth,
    0:01:07 president of Wesleyan University,
    0:01:10 about having hard conversations on campus.
    0:01:11 – You can’t please everyone,
    0:01:14 but I don’t think that’s an excuse to say nothing.
    0:01:18 – Every college has had to wrestle with these recent events,
    0:01:21 but some schools, especially some of the most elite schools,
    0:01:24 have had a particularly tough time.
    0:01:26 – It’s been a very difficult year
    0:01:28 for higher education in general,
    0:01:31 and it’s been an especially difficult year at Harvard.
    0:01:34 – That’s Peter Blair, an economist at Harvard.
    0:01:36 We spoke with him a couple of years ago
    0:01:38 about a paper he had written called
    0:01:42 Why Don’t Elite Colleges Expand Supply.
    0:01:45 We called him back recently to check in.
    0:01:47 – If the universities aren’t expanding,
    0:01:50 what that does is it creates a tremendous pressure
    0:01:52 in terms of getting into these universities.
    0:01:54 And there’s a huge bottleneck
    0:01:56 of just folks trying and clamoring
    0:01:59 to get into a very small subset of universities.
    0:02:01 – So one of the arguments in your paper
    0:02:04 is that elite universities are super selective,
    0:02:06 meaning they admit very few students
    0:02:10 and don’t grow their student bodies by much, if at all,
    0:02:14 in large part to maintain their reputations,
    0:02:16 their exclusivity and so on.
    0:02:18 Now, another thing that’s happened in the time
    0:02:21 since we spoke is that there’s been a little bit of unrest
    0:02:23 on some college campuses.
    0:02:25 Most of it having to do with protests
    0:02:28 surrounding the war in Gaza.
    0:02:30 And relatedly, at your university, for instance,
    0:02:31 your president, Claudine Gay,
    0:02:33 was called upon to testify in Congress.
    0:02:34 It did not go very well,
    0:02:38 and she was ultimately pushed out of the presidency
    0:02:40 for some charges relating to plagiarism
    0:02:42 in her own earlier research.
    0:02:46 So that’s a lot of turmoil for any one institution.
    0:02:47 – This is bringing back so many memories.
    0:02:48 Initially, I remember thinking
    0:02:51 it was just so much positive optimism on campus
    0:02:55 with the selection of President Claudine Gay.
    0:02:58 Her inauguration happens, if I’m remembering correctly,
    0:03:00 on September 29th.
    0:03:04 October 7th happens eight days later.
    0:03:10 And now a lot of latent issues that had been at work,
    0:03:12 not just at the university,
    0:03:15 but more broadly in the American society and globally,
    0:03:17 they kind of metastasize.
    0:03:19 What has happened since then
    0:03:21 has been a wake-up call for us at Harvard.
    0:03:24 Something that was a particular point of contention,
    0:03:27 I think for a lot of people outside of the university,
    0:03:29 was the fact that Harvard was speaking
    0:03:33 very clearly and articulately around the war in Ukraine,
    0:03:35 around the racial unrest,
    0:03:37 especially with George Floyd’s murder.
    0:03:39 And then on the issue of Israel and Palestine,
    0:03:44 the messages came out with delay, and they were muddled.
    0:03:45 And I think a lot of folks said,
    0:03:47 well, what are the principles that the university stands on?
    0:03:51 And I think that’s something that we were not prepared for.
    0:03:53 And we’re still reeling in a lot of ways
    0:03:54 from the aftermath of that.
    0:03:56 In many ways, we’re trying to think about
    0:03:59 how do we regain a lot of the trust that was lost.
    0:04:03 And I hope that in this moment that we can think about
    0:04:07 our responsibility to the broader society.
    0:04:12 – Back in 2022, we published a series
    0:04:15 called Freakonomics Radio Goes Back to School.
    0:04:18 We looked at the role college plays in our society,
    0:04:20 or at least is supposed to play.
    0:04:22 We looked at the impact that college can have,
    0:04:25 not just on students, but on society,
    0:04:28 and the ways in which colleges often fall short
    0:04:30 of their mission.
    0:04:34 In this calm before the storm, this end of summer pause,
    0:04:36 we thought it was the perfect time
    0:04:38 to replay that series for you.
    0:04:41 We have updated facts and figures as necessary,
    0:04:44 and we added more from our recent conversation
    0:04:45 with Peter Blair.
    0:04:47 As always, thanks for listening.
    0:04:55 What if I told you there was one economic activity
    0:04:59 that is a silver bullet for income inequality?
    0:05:01 – It is an equalizer, that’s really important.
    0:05:03 – And it’s not just income.
    0:05:06 – The monetary returns are really important,
    0:05:08 but that’s just the tip of the iceberg.
    0:05:10 – Just about any economist you talk to,
    0:05:12 they all come around to that same word.
    0:05:13 – Incredibly important.
    0:05:14 – Very important.
    0:05:15 – immensely important.
    0:05:19 – Can you guess the economic activity I’m talking about?
    0:05:20 Here’s a hint.
    0:05:23 – You learn more in those four years
    0:05:26 than you do at any other point in your life.
    0:05:34 – Yes, the activity we’re talking about is college.
    0:05:35 You probably don’t need to be told
    0:05:37 that going to college is important.
    0:05:41 Given the demographics of the Freakonomics Radio audience,
    0:05:44 it is likely that you have a college degree,
    0:05:47 at least one, or you’re working on one.
    0:05:50 Despite the cost in time and dollars,
    0:05:53 our economist friends see college
    0:05:56 as one of the best investments possible.
    0:05:58 An investment for yourself.
    0:06:00 – If you can get yourself a college degree,
    0:06:03 your lifetime earnings are gonna be significantly higher.
    0:06:05 You’re gonna have better health insurance.
    0:06:08 You’re gonna be more satisfied with your job.
    0:06:10 – And a good investment for society.
    0:06:12 People who have higher education,
    0:06:14 they’re much more likely to vote.
    0:06:16 They’re much more likely to volunteer.
    0:06:19 They’re much more likely to do all kinds of things
    0:06:21 that enhance the democratic process
    0:06:24 in the social fabric of the country.
    0:06:27 – But what about people who aren’t economists?
    0:06:32 Well, they are not quite as enthusiastic about college.
    0:06:33 According to a recent Gallup poll,
    0:06:37 the share of US adults who express either a great deal
    0:06:40 or quite a lot of confidence in higher education
    0:06:44 has been slipping, it’s now below 40%.
    0:06:46 The decline is strongest among Republicans,
    0:06:50 but Democrats and independents are also trending down.
    0:06:53 So that’s the sentiment around college.
    0:06:55 Let’s look at the data.
    0:06:56 You may be surprised to learn
    0:07:00 that only 38% of Americans over age 25
    0:07:02 have a bachelor’s degree.
    0:07:04 College graduates tend to bunch up
    0:07:06 with other college graduates.
    0:07:09 They work together, they intermarry, they socialize.
    0:07:11 So if you do have a degree,
    0:07:15 it’s easy to forget that most Americans don’t.
    0:07:18 For decades, the share of the US population
    0:07:21 attending college was rising.
    0:07:24 But over the past decade or so, it’s been declining
    0:07:28 and the pandemic has exacerbated the decline.
    0:07:31 This year, undergraduate enrollment numbers moved up a bit,
    0:07:34 but they’re still below pre-COVID levels.
    0:07:37 In recent years, more and more young people
    0:07:38 were either dropping out of school
    0:07:41 or choosing to never enroll in the first place.
    0:07:44 – What’s scary about that is that many of those students
    0:07:48 may not make it back to college once they’ve stopped out.
    0:07:50 – Catherine Hill is an economist
    0:07:53 and a former president of Vassar College.
    0:07:55 She now sits on the board of trustees at Yale.
    0:07:59 – And as a country, we’ve been working really, really hard
    0:08:01 to get educational attainment up.
    0:08:04 And this is now pushing us in the wrong direction.
    0:08:08 – During most recessions, college attendance rises.
    0:08:10 When it’s hard to find a good job,
    0:08:12 people are more inclined to go to school.
    0:08:15 The pandemic recession has been different
    0:08:17 and it has disproportionately affected
    0:08:20 one cohort of would-be college students.
    0:08:23 – They tend to be from lower income families
    0:08:27 and they tend to be from black and Latino families.
    0:08:31 – If college is such a powerful way
    0:08:33 to shrink income inequality,
    0:08:36 and if people on the lower end of the income spectrum
    0:08:40 are becoming less likely to attend college,
    0:08:41 well, you can see the problem.
    0:08:45 Over the years, we’ve done several episodes
    0:08:49 about higher education and we find ourselves coming back
    0:08:51 to this fundamental conflict.
    0:08:55 College is incredibly valuable for individuals and society,
    0:09:00 but it’s still a somewhat rarefied activity
    0:09:01 and even a shrinking one.
    0:09:04 – So we wanted to go back to first principles
    0:09:07 and ask a very basic question.
    0:09:10 What exactly is college for?
    0:09:12 – It’s a darn good question.
    0:09:15 – Within that question are many others.
    0:09:18 – Why are more women going to college than men?
    0:09:20 – What happens when black and Hispanic students
    0:09:22 lose admissions advantages?
    0:09:23 – The title of the papers,
    0:09:25 “Why Donately Colleges Increase Supplying?”
    0:09:27 – And here’s one more question.
    0:09:29 Since students from higher income families
    0:09:32 are more likely to attend the better colleges,
    0:09:34 how do we know that college itself
    0:09:37 is such a magic bullet for income inequality?
    0:09:38 How do we know that college
    0:09:41 isn’t just another case of the rich getting richer?
    0:09:44 We are going to spend the next few episodes
    0:09:46 trying to answer all these questions.
    0:09:49 We’ll hear from college presidents.
    0:09:50 – My name is Chris Paxson.
    0:09:52 I’m president of Brown University.
    0:09:54 – My name is Ruth Simmons.
    0:09:57 I’m president of Prairie View A&M University.
    0:09:59 – We’ll hear from academic researchers.
    0:10:01 – The US system is peculiar
    0:10:04 for the astronomical levels of tuition.
    0:10:06 – Typical boy behavior doesn’t fit as well
    0:10:08 with good student behavior.
    0:10:09 – And we’ll hear from people
    0:10:12 who are trying to bust the old college model.
    0:10:15 – All we did was borrow from nursing schools
    0:10:17 and welding schools and electrical schools.
    0:10:19 – This summer,
    0:10:23 while you may be taking a break from work or school,
    0:10:25 we are heading back to the classroom.
    0:10:28 Here is the first episode of Freakonomics Radio
    0:10:29 that goes back to school.
    0:10:37 (upbeat music)
    0:10:46 – This is Freakonomics Radio,
    0:10:49 the podcast that explores the hidden side of everything
    0:10:51 with your host, Stephen Dubner.
    0:10:54 (upbeat music)
    0:10:57 (upbeat music)
    0:11:02 – I had a colleague at Williams
    0:11:04 whose name was Gordon Winston.
    0:11:06 – That, again, is the economist
    0:11:08 and former college president, Catherine Hill.
    0:11:12 – And he’s to refer to higher ed as part church,
    0:11:14 part car dealer.
    0:11:18 – It’s tempting to focus on the church function of college,
    0:11:21 the quest for knowledge, for self-discovery,
    0:11:23 for improving society.
    0:11:25 But what about the car dealer part?
    0:11:28 – They also ultimately have a bottom line.
    0:11:30 They’re not for profit,
    0:11:31 which does not mean they can’t make a profit.
    0:11:34 It means they can’t distribute it to shareholders.
    0:11:37 We don’t have shareholders, but we do compete.
    0:11:40 – It may distress you to hear universities described
    0:11:42 in terms of the profit motive,
    0:11:45 but these are economists we’re talking to.
    0:11:47 I do something which economists often do,
    0:11:50 which is think of institutions a little bit like firms
    0:11:51 that interact in the market.
    0:11:53 – That is Miguel Urquiola.
    0:11:56 He is an economist at Columbia University.
    0:11:58 – My main work is on how schools compete,
    0:11:59 how universities compete.
    0:12:00 – And what do you mean by that?
    0:12:02 How schools and universities compete?
    0:12:04 Compete with whom, against each other?
    0:12:06 – Yeah, basically compete against each other,
    0:12:08 how they seek to differentiate their products,
    0:12:10 how they might appeal to different consumers.
    0:12:13 – Differentiation is what competitors do
    0:12:15 in every kind of market.
    0:12:18 They produce a variety of goods and services
    0:12:22 to try to capture different segments of demand.
    0:12:25 One way colleges differentiate is on price.
    0:12:30 Community colleges on average charge less than $5,000 a year
    0:12:32 when they charge tuition at all.
    0:12:36 Nearly 30 states now offer free community college.
    0:12:38 Four-year state schools might charge $10,000
    0:12:42 or $15,000 a year for an in-state resident.
    0:12:44 The average cost at a private university, meanwhile,
    0:12:47 is around $38,000 a year.
    0:12:50 In each case, prices have been rising.
    0:12:54 The US system is peculiar for the astronomical levels
    0:12:55 of tuition.
    0:12:57 You could get a European parent to faint
    0:12:59 if you tell them how much you have to pay
    0:13:01 for a kid to go to college here.
    0:13:05 – Public universities in Germany, for instance, are free.
    0:13:09 In the UK, tuition is capped at around $12,000
    0:13:13 for UK students, even for schools like Oxford and Cambridge.
    0:13:18 The US system does not feature this sort of price control.
    0:13:20 The US often relies on the market and on chaos
    0:13:21 to configure its systems.
    0:13:23 – What do you mean by chaos?
    0:13:25 – Well, chaos, meaning you just leave the design
    0:13:29 up to market players or to individuals, to churches,
    0:13:30 to private institutions.
    0:13:33 So, for example, one thing that happened in Europe,
    0:13:34 starting with the late Middle Ages,
    0:13:36 is that states tended to take control
    0:13:37 of the higher education sector.
    0:13:40 And then they designed it, as European countries often do,
    0:13:42 in a fairly deliberate, fairly rational way.
    0:13:44 This did not happen in the US.
    0:13:47 – The earliest universities were founded in Europe
    0:13:49 in the 11th and 12th centuries,
    0:13:53 places like Oxford, the University of Bologna,
    0:13:54 the University of Paris.
    0:13:57 They were typically run by the church.
    0:14:00 With the Reformation, 500 years later,
    0:14:02 they were mostly taken over by governments.
    0:14:05 And as Urkeola said, European governments
    0:14:08 are still heavily involved in universities today.
    0:14:10 This does have its upsides.
    0:14:14 – If you were going to fall into a random German university
    0:14:16 or a random American one,
    0:14:18 you might want to choose the German setting.
    0:14:20 There’s going to be a lot less inequality
    0:14:22 and differentiation than in the US.
    0:14:25 – So, the US has weaker colleges on average,
    0:14:29 but more of the very top universities,
    0:14:33 like Harvard, Stanford, the University of Chicago.
    0:14:35 And there is a reason these places draw students
    0:14:39 from all over the world, even with the high prices.
    0:14:42 Their prestige is linked to their strength
    0:14:44 as research institutions.
    0:14:47 In a book called “Markets, Mines, and Money,
    0:14:51 Why America Leads the World in University Research,”
    0:14:55 Urkeola charts the development of these institutions.
    0:14:58 – What you would have found is that around 1880,
    0:15:00 the US was a very weak country
    0:15:02 in terms of research output among rich countries.
    0:15:05 And what you find is that by 1920, 1930,
    0:15:07 it was pretty much ahead of the pack.
    0:15:11 – What changed over just those few decades?
    0:15:14 – To understand that, we have to go back to before the Civil War,
    0:15:18 when there were roughly 900 colleges in the US.
    0:15:20 – What were colleges doing?
    0:15:22 They would teach a two or three-year curriculum
    0:15:24 that was absolutely fixed, no choice about anything.
    0:15:26 You were taking things like Latin, Greek,
    0:15:29 things like rhetorics, some history and stuff like this.
    0:15:32 – But after the Civil War, as the US industrialized
    0:15:34 and as the economy boomed,
    0:15:39 a host of innovators opened new colleges with new models.
    0:15:41 They were more specialized, with more focus
    0:15:45 on intensive graduate training for particular occupations.
    0:15:49 Colleges scrambled to get the best faculty talent they could
    0:15:51 in order to attract new students.
    0:15:55 This created winners and losers.
    0:15:58 Consider Clark University in Worcester, Massachusetts.
    0:16:02 It was founded in 1887 as a graduate research institution.
    0:16:04 – It had several good departments,
    0:16:07 never was able to take hold fully as a research university.
    0:16:09 It was victimized partially by Chicago.
    0:16:11 – Meaning the University of Chicago,
    0:16:15 which was founded in 1890 with Rockefeller money.
    0:16:18 – And one thing that the first president of Chicago did
    0:16:21 was basically go to Clark and raid various departments.
    0:16:23 And so many people know less about Clark.
    0:16:25 It’s still a good university, but it’s not Johns Hopkins
    0:16:28 or it’s not Harvard, and it could have been.
    0:16:29 – The competition for top talent
    0:16:32 meant that by the mid-20th century,
    0:16:36 there was an established tier of elite US universities
    0:16:39 that had attracted top scholars and the best students,
    0:16:41 and then came the Cold War.
    0:16:43 The federal government,
    0:16:45 eager to accelerate scientific
    0:16:48 and technological innovation,
    0:16:50 they looked around to see where they could get
    0:16:53 the best return on their funding dollars.
    0:16:55 The obvious answer, the universities,
    0:16:59 where the best researchers were already doing the best work.
    0:17:03 This led to the creation of the modern grant system.
    0:17:07 The way this was set up is also somewhat peculiarly American,
    0:17:10 is that the scheme was basically to give money
    0:17:13 to the universities that present the best projects,
    0:17:15 sort of meritocratic, if you will approach,
    0:17:17 and that created a lot of concentration
    0:17:19 in terms of who was going to get this money.
    0:17:22 – The government wound up directing massive funding
    0:17:24 to a select few institutions,
    0:17:27 rather than trying to spread it around.
    0:17:29 This imbalance still exists.
    0:17:31 The University of Chicago, for instance,
    0:17:35 gets around $350 million in federal research funding
    0:17:37 in a given year.
    0:17:39 How about Clark University?
    0:17:42 It gets around $3.4 million,
    0:17:45 or 1/100th the UChicago amount.
    0:17:50 But Miguel Urkeola does not see this inequity as a bad thing.
    0:17:52 – The genius of the US university system
    0:17:55 is that research is funded on the backs of the wealthy.
    0:17:57 – The wealthy families, that is,
    0:18:00 who send their children to these universities.
    0:18:03 Most students at the elite research institutions
    0:18:05 come from well-to-do families.
    0:18:08 Not only do they pay the full sticker price of the tuition,
    0:18:10 unlike the lower income students who get in,
    0:18:13 they pay much less and often zero,
    0:18:16 but the rich families also donate a lot of money
    0:18:17 to those universities,
    0:18:20 sometimes before a student has been admitted,
    0:18:22 especially if they are a legacy candidate,
    0:18:24 and after, as well.
    0:18:27 These donations help to further burnish
    0:18:29 the reputation of their alma mater.
    0:18:31 If you look at a school like Stanford,
    0:18:32 it does a lot of research.
    0:18:35 It’s mainly paid for by two agents.
    0:18:36 The state has a role,
    0:18:38 because the federal government gives Stanford money,
    0:18:40 it certainly gives it tax breaks also,
    0:18:43 but it’s a lot of private individuals giving it money,
    0:18:44 wealthy people giving it money.
    0:18:46 And if you have a system where wealthy people
    0:18:49 are giving money that generates good things
    0:18:50 for lots of people, right?
    0:18:52 So like if it generates vaccine technology,
    0:18:54 and we’re all better off because of that,
    0:18:57 that system, to me, seems like it has properties
    0:18:59 that you want to basically keep,
    0:19:02 which is wealthy people giving for the common good.
    0:19:05 – That said, this system does have its flaws.
    0:19:06 – The U.S. has more inequality
    0:19:08 than almost any industrialized country.
    0:19:10 It’s not a coincidence that we have
    0:19:11 an unequal educational system,
    0:19:13 and that we have an unequal country.
    0:19:17 – Coming up after the break,
    0:19:21 a closer look at our unequal education system.
    0:19:25 – Community colleges have significantly less resources
    0:19:26 to devote to their students.
    0:19:27 – I’m Stephen Dubner.
    0:19:29 This is Free Economics Radio.
    0:19:30 We will be right back.
    0:19:43 One sign of the inequality in the U.S. university system
    0:19:45 is how much time we spend talking
    0:19:47 about a handful of elite schools,
    0:19:51 which educate a tiny fraction of all college students.
    0:19:53 The Ivy League schools, for instance,
    0:19:56 Brown, Columbia, Cornell, Dartmouth, Harvard,
    0:19:59 the University of Pennsylvania, Princeton, and Yale.
    0:20:01 They have a combined undergraduate
    0:20:05 and graduate population of 145,000,
    0:20:10 or roughly 0.8% of all U.S. college students.
    0:20:14 Now, some of the attention paid to the elite schools
    0:20:15 is warranted.
    0:20:18 That’s where much of the best research is happening.
    0:20:21 That’s why a research-based show like this one
    0:20:24 features so many professors from UChicago,
    0:20:27 and Harvard, and Penn.
    0:20:29 But what are we missing when we pay so much attention
    0:20:32 to the top of the pyramid?
    0:20:34 For a good angle on that question,
    0:20:37 we need to talk to this man.
    0:20:39 – Morty Shapiro, I’m a professor of economics
    0:20:42 and president of Northwestern University.
    0:20:45 – That’s what Shapiro was at the time of our interview.
    0:20:49 In 2022, he stepped down from the presidency,
    0:20:51 but he still teaches at Northwestern,
    0:20:53 which is considered an elite university.
    0:20:55 It is ranked ninth in the country
    0:20:57 by U.S. News and World Report.
    0:21:00 And yes, the whole college ranking thing
    0:21:02 is a weirdness unto itself.
    0:21:05 We will touch on that later in the series.
    0:21:07 Anyway, Northwestern is on everyone’s list
    0:21:09 of excellent U.S. universities,
    0:21:12 and it receives about a half billion dollars a year
    0:21:14 in federal research funding.
    0:21:16 And before Northwestern,
    0:21:19 Morty Shapiro was president of Williams College,
    0:21:21 not a research university,
    0:21:24 but according to the U.S. News ranking,
    0:21:27 the number one liberal arts college in the country.
    0:21:29 So you might think Shapiro himself
    0:21:32 attended an elite college.
    0:21:33 He did not.
    0:21:35 In fact, he barely made it to college at all.
    0:21:39 – I went to a under-resourced public high school
    0:21:43 and most of my friends were not college track.
    0:21:46 – This was in New Jersey in the early 1970s.
    0:21:48 – They had a very good auto mechanics thing
    0:21:50 and they had a hairdressing thing.
    0:21:54 I once spent a summer in the graveyard shift
    0:21:56 of UPS loading trucks.
    0:21:58 I made $1.71 an hour,
    0:21:59 if I remember correctly, the minimum wage.
    0:22:02 I worked as a dishwasher and a catering place
    0:22:04 and I worked for one summer actually
    0:22:07 on an assembly line in a factory.
    0:22:09 – But Shapiro did have a strong incentive
    0:22:11 to apply to college.
    0:22:13 – I didn’t want to go to Vietnam.
    0:22:16 I had no intellectual interest at all.
    0:22:19 But fortunately I tested okay on SATs,
    0:22:22 so I got a merit scholarship to go to Hofstra,
    0:22:25 which was pretty much an open enrollment commuter school.
    0:22:28 – Hofstra is a private university on Long Island.
    0:22:32 Even today, its acceptance rate is around 70%.
    0:22:35 So way less selective than elite schools
    0:22:37 like Northwestern and Williams.
    0:22:42 Their acceptance rates are respectively 7% and 8%.
    0:22:46 At Hofstra, Shapiro was just trying to do well enough
    0:22:49 to keep his scholarship and avoid Vietnam.
    0:22:52 And then he found the economics department.
    0:22:55 – I just kind of fell in love with the life of the mind.
    0:22:56 – After graduating from Hofstra,
    0:23:00 he got a PhD in economics from the University of Pennsylvania.
    0:23:03 – It does show for me the randomness
    0:23:05 and how many people who couldn’t have
    0:23:06 pretty successful academic careers
    0:23:09 who just never get the opportunities.
    0:23:11 I don’t think I was the smartest of my friends
    0:23:12 at Union High School,
    0:23:15 but they never had the chance and I did.
    0:23:19 So Shapiro is a quintessential college success story.
    0:23:22 He went from loading trucks for the minimum wage
    0:23:26 to making around $2 million a year as a college president.
    0:23:29 But it’s no coincidence that the springboard
    0:23:33 for this big jump was a school like Hofstra
    0:23:37 and not an elite school like Northwestern or Williams.
    0:23:40 Research shows that certain types of colleges
    0:23:44 are much better at moving students up the income distribution
    0:23:48 rather than simply taking in students from well-off families
    0:23:50 and helping them stay well-off.
    0:23:53 A 2017 study by the economist Raj Chetty
    0:23:57 and several co-authors found that most top-ranked colleges
    0:24:02 sourced their student population from wealthy families.
    0:24:04 At both Northwestern and Williams, for instance,
    0:24:06 around two thirds of the students
    0:24:09 come from families in the top 20%
    0:24:11 of the income distribution.
    0:24:13 The researchers found 38 top colleges,
    0:24:15 including five from the Ivy League,
    0:24:20 where more students came from the top 1% of the income scale
    0:24:24 than from the entire bottom 60%.
    0:24:28 So most elite schools aren’t doing much heavy lifting
    0:24:30 when it comes to addressing income inequality.
    0:24:33 That task falls to what are called the mid-tier schools
    0:24:35 like Hofstra.
    0:24:37 – Here, New York City CUNY would be one example.
    0:24:40 – That again is Miguel Urquiola from Columbia.
    0:24:43 CUNY, or City University of New York,
    0:24:46 is made up of several colleges, including City College,
    0:24:48 which is just up the road from Columbia,
    0:24:53 and has been called the Harvard of the proletariat.
    0:24:55 One of its specialties, going back several decades,
    0:24:59 was admitting Jewish students whom the Ivies wouldn’t accept
    0:25:03 and watching those students go on to win Nobel Prizes.
    0:25:06 While a school like Columbia may excel
    0:25:08 on the research front, Urquiola says,
    0:25:13 CUNY still does a better job at creating income mobility.
    0:25:15 It’s taking lots of students who are not from wealthy backgrounds
    0:25:17 and really making them better off.
    0:25:20 That engine is part of the US ecosystem.
    0:25:22 – So if we’re thinking about college
    0:25:26 in terms of education that drives better life outcomes,
    0:25:30 those elite schools are kind of a sideshow,
    0:25:32 whether it’s a private school like Northwestern
    0:25:35 or a relatively selective public school
    0:25:37 like the University of Michigan.
    0:25:38 Morty Shapiro again.
    0:25:40 – I’m all for the Northwesterns
    0:25:42 and the University of Michigan and everything,
    0:25:47 but that’s just a sliver educating a very small sliver
    0:25:48 of the American population
    0:25:52 who already get tremendous resources allocated to them.
    0:25:53 I’m not worried about them.
    0:25:55 I’m worried about everybody else.
    0:25:57 – So what about everybody else?
    0:25:58 Where did they go to college?
    0:26:01 Around 35% of college students these days
    0:26:04 attend mid-tier publics and privates.
    0:26:07 Another 10% attend for-profit colleges.
    0:26:09 Some of those are controversial.
    0:26:11 – The for-profit privates.
    0:26:12 Since a couple of my friends,
    0:26:14 including my best friend in high school,
    0:26:17 went to one of those and it transformed them
    0:26:20 and made up for the fact that he graduated high school
    0:26:23 with very limited reading and writing skills, literally.
    0:26:25 And then he, yeah, he had loans, he paid them off,
    0:26:27 he got a job, he had a good career.
    0:26:30 So I don’t have this, you know, knee-jerk reaction
    0:26:33 that some people do that all of the for-profit sector
    0:26:34 is an abomination.
    0:26:37 There are abominations within it,
    0:26:39 but it’s not all that bad.
    0:26:41 And then there are community colleges,
    0:26:43 about 2,000 of them in the U.S.
    0:26:47 and they enroll nearly half of all college entrants,
    0:26:51 a great many of them from low-income families.
    0:26:53 Community colleges typically offer two-year programs
    0:26:56 rather than four and an associate’s degree
    0:26:59 versus a bachelor’s degree.
    0:27:02 But only 40% of community college entrants
    0:27:04 get their degrees within six years.
    0:27:08 For four-year colleges, that figure is over 70%.
    0:27:10 The economist, Catherine Hilligan.
    0:27:12 – Something like 80% of students
    0:27:15 who enroll in community colleges
    0:27:18 say that they would like to go on and get a bachelor’s degree.
    0:27:20 They understand the value of getting a bachelor’s degree,
    0:27:23 their families understand it.
    0:27:27 But we have a system that doesn’t make that work very well.
    0:27:30 – Indeed, fewer than 20% of community college students
    0:27:34 go on to get a bachelor’s degree at a four-year school.
    0:27:37 – Community colleges have significantly less resources
    0:27:39 to devote to their students.
    0:27:42 They’re spending about $8,000 a year per student.
    0:27:44 If you happen to get into one
    0:27:47 of the selective private nonprofit institutions,
    0:27:49 the IVs, for example,
    0:27:52 they may be spending up to $100,000 per student.
    0:27:55 Now, every dollar might not be used efficiently,
    0:27:58 but I can tell you, you’re gonna have more success
    0:28:01 if somebody’s spending $100,000 on you
    0:28:03 than if they’re spending $8,000 on you.
    0:28:06 – And Morty Shapiro again from Northwestern.
    0:28:08 I’ve always kind of been in awe of them,
    0:28:09 to be honest with you, you know,
    0:28:11 they’re generally open in Roman,
    0:28:13 and people look at them and say,
    0:28:15 well, how come the percentage of people
    0:28:16 who enroll in a community college
    0:28:19 who aspire to a bachelor’s degree,
    0:28:21 only what 19 or 20% get them?
    0:28:24 And I’m thinking, that’s pretty good, you know?
    0:28:25 The question I’ve always thought
    0:28:27 about community colleges is,
    0:28:32 how do they succeed so vastly in excess
    0:28:34 of the resources that go into them?
    0:28:36 They’re so underfunded.
    0:28:38 Some people would like to see a lot more funding,
    0:28:41 including certain members of the Biden administration.
    0:28:43 Do you see that as a viable path,
    0:28:46 or do you see that as potentially a waste of money?
    0:28:47 Because there are those who say,
    0:28:49 well, it could be throwing good money after bad,
    0:28:52 ’cause those are not the most motivated students.
    0:28:53 So what’s your thinking there?
    0:28:56 – I love your question, the premise of the question,
    0:28:58 given my background and my experience,
    0:29:00 I think there’s a lot of people,
    0:29:02 a lot of people who could have their lives transformed
    0:29:05 if somebody took interest in them, invested in them,
    0:29:07 and I’m not so sure that the people
    0:29:10 at the flagship publics and the great privates
    0:29:13 need a lot more government support.
    0:29:16 – Coming up after the break.
    0:29:19 – I understand the value of education.
    0:29:22 It doesn’t all have to be the same.
    0:29:24 – We’ll hear from another person
    0:29:26 who was not a likely candidate for college
    0:29:29 and went on to become the president of not one,
    0:29:33 nor two, but three colleges or universities.
    0:29:37 – I want students to succeed, period.
    0:29:39 – Also, there’s been a revival of interest in
    0:29:42 and funding of historically black colleges,
    0:29:45 so where does that fit in?
    0:29:48 Also, please leave a review or rating
    0:29:50 for Freakonomics Radio on your favorite podcast app,
    0:29:53 that is a great way to help the shows you love,
    0:29:55 and check out the other shows
    0:29:56 in the Freakonomics Radio network,
    0:29:58 the economics of everyday things,
    0:30:02 no stupid questions, and people I mostly admire.
    0:30:03 We will be right back.
    0:30:12 (dramatic music)
    0:30:18 If you think about U.S. college education as a monolith,
    0:30:19 you’re thinking about it wrong.
    0:30:22 The elite schools that get so much attention
    0:30:26 educate a tiny fraction of the college population,
    0:30:27 and those students tend to come
    0:30:31 from the upper reaches of the income distribution.
    0:30:33 There is a vast middle of the spectrum
    0:30:35 represented by public universities
    0:30:38 and so-called mid-tier privates,
    0:30:41 and on the far end of the income distribution
    0:30:42 are community colleges,
    0:30:46 which tend to serve lower income and minority students.
    0:30:49 In fact, half of all non-white public college students
    0:30:53 in the U.S. attend a community college.
    0:30:57 As we heard earlier, only 40% of community college students
    0:31:00 get their associate’s degree within six years.
    0:31:03 There is, however, another group of colleges
    0:31:06 that’s had more success at driving income mobility,
    0:31:09 especially for black students,
    0:31:14 HBCUs, or historically black colleges and universities.
    0:31:16 There are just over 100 of them in the U.S.,
    0:31:19 so only 2.5% of all colleges,
    0:31:24 but they produce 20% of all black graduates,
    0:31:26 including 25% of black graduates
    0:31:30 in science, technology, engineering, and mathematics.
    0:31:34 Mackenzie Scott, the ex-wife of Amazon founder Jeff Bezos,
    0:31:36 recently donated hundreds of millions of dollars
    0:31:39 to a large group of HBCUs
    0:31:43 and more money to community colleges and tribal colleges.
    0:31:45 The federal government has also invested.
    0:31:48 In 2019, Donald Trump signed a bill
    0:31:53 to permanently provide more than $250 million a year
    0:31:57 to the nation’s historically black colleges and universities.
    0:31:58 The Biden administration has said
    0:32:01 it wants to invest even more.
    0:32:02 In the last three years,
    0:32:05 they have invested a record $16 billion in funding
    0:32:08 for historically black colleges and universities.
    0:32:13 So how do HBCUs fit into the college landscape?
    0:32:16 We called up the president of one to find out.
    0:32:20 Hello there, it’s Stephen Dubner.
    0:32:21 Is that Dr. Simmons?
    0:32:23 – It is, hi, Stephen, how are you?
    0:32:26 – Until 2023, Ruth Simmons was president
    0:32:28 of Prairie View A&M University,
    0:32:32 a public HBCU outside of Houston, Texas.
    0:32:36 Simmons had not planned to become president of Prairie View.
    0:32:38 She was happily retired.
    0:32:40 She had moved back to her native Texas
    0:32:43 after a long career in academia.
    0:32:47 She worked as a professor and administrator at schools,
    0:32:50 including Princeton, Spellman and USC,
    0:32:52 and then became president of Smith College,
    0:32:56 the elite all women’s school in Massachusetts.
    0:32:57 After six years there,
    0:33:00 she became president at Brown University in Rhode Island.
    0:33:02 This made her the first black president
    0:33:04 of an Ivy League school.
    0:33:07 When Simmons retired some years later from Brown,
    0:33:09 she thought she was done.
    0:33:13 – I had been offered other jobs when I retired.
    0:33:16 And of course I laughed each time somebody came to me
    0:33:18 and said, would you be president of?
    0:33:21 Because I had no intention to come out of retirement.
    0:33:24 But then I thought about all the help I got
    0:33:27 as a young person with people looking out for me
    0:33:28 trying to help me.
    0:33:32 And I thought, I owe something for that.
    0:33:35 So I’m happy to be back trying to do my part.
    0:33:37 – When Simmons talks about the help she got
    0:33:40 as a young person, she’s talking about her teachers
    0:33:42 growing up in segregated Texas.
    0:33:45 – They were very devoted teachers,
    0:33:47 the most brilliant teachers.
    0:33:52 And they were focused not on how bad things were
    0:33:55 at the moment and what we couldn’t do as African-Americans.
    0:33:56 You know what they focused on?
    0:33:59 They focused on a future that we couldn’t see.
    0:34:03 And so saying to me, Ruth, you don’t have to be a maid.
    0:34:05 You know, you can go to college
    0:34:07 and you can do something else.
    0:34:09 – Simmons was the youngest of 12 children.
    0:34:12 Her parents were sharecroppers in East Texas.
    0:34:14 – We lived on a large farm
    0:34:17 that had almost a hundred sharecropper families on it.
    0:34:19 You got up every day
    0:34:22 and everybody went into the field to work.
    0:34:25 I mean, first of all, we had a wonderful family
    0:34:30 and we were all together for a very long time
    0:34:33 in a rural area of Texas.
    0:34:36 When I stepped outside the family, there was nothing.
    0:34:37 There was danger.
    0:34:39 There was denigration.
    0:34:41 There was lack of opportunity.
    0:34:45 But when I was in my family, that was a place of safety.
    0:34:46 – Once she got to high school though,
    0:34:49 Simmons did have those devoted teachers
    0:34:51 who urged her to go to college.
    0:34:55 In 1963, she got a scholarship to Dillard University,
    0:34:57 an HBCU in New Orleans.
    0:35:00 – So I was a spoiled brat
    0:35:02 as the youngest person in my family.
    0:35:04 And when I went off to college,
    0:35:06 I behaved like a spoiled brat.
    0:35:08 I thought I had the best ideas in the world
    0:35:11 and nobody was as good as I was and so forth.
    0:35:14 And education introduced me to the reality
    0:35:18 of who I was in the context of the world.
    0:35:21 And that was a very helpful thing for me.
    0:35:22 – Are you saying it humbled you a bit
    0:35:24 or it just broadened you?
    0:35:25 – I would say it broadened me.
    0:35:28 I had a wonderful teacher in college
    0:35:30 who was a Latin American
    0:35:32 and he told me I should go to Mexico
    0:35:35 and live with a Mexican family.
    0:35:37 I knew nothing about Mexico.
    0:35:40 I knew about my country.
    0:35:43 I knew how hard it was here.
    0:35:47 I knew how I was treated here as an African American.
    0:35:51 And I went across the mountains and into a place
    0:35:56 where a person of a different race opened her front door
    0:36:01 and let me in, showed me to my room
    0:36:03 and made me feel as if I was somebody
    0:36:06 who was actually worth something.
    0:36:09 I mean, as a 17, 18 year old imagine
    0:36:13 leaving a country where race was so prominent
    0:36:18 and going to Mexico and then having Mexican people
    0:36:22 not stared me as if I was an alien.
    0:36:23 So that was phenomenal.
    0:36:28 And my experience also in the class was very different
    0:36:30 because it was the first time I’d actually been
    0:36:32 in any classes with whites.
    0:36:36 Many Southerners, because Mexico is very close
    0:36:39 went to Mexico to study Spanish.
    0:36:41 I was the only African American there.
    0:36:44 Mostly it was white Southerners.
    0:36:45 So that was my first experience
    0:36:49 in a learning environment with whites.
    0:36:53 And it wasn’t a uniformly happy experience, let me say.
    0:36:56 – Now, if I had asked, let’s say 12 year old Ruth Simmons
    0:36:59 back in the 1950s in Texas,
    0:37:02 the likelihood that she would not only go to college
    0:37:04 but become a college professor
    0:37:07 and then become a president of three different colleges.
    0:37:09 What do you think your younger self
    0:37:10 might have said to that idea?
    0:37:14 – Balderdash, ’cause I talked like that when I was 12.
    0:37:15 – I believe you.
    0:37:16 – I was a very odd kid.
    0:37:19 I mean, the country was still deeply segregated.
    0:37:23 I didn’t know people who were college educated
    0:37:26 except the teachers in my public school.
    0:37:28 So no, I would have thought it was preposterous
    0:37:32 and somebody was really making fun of me by saying it.
    0:37:35 So it’s very useful to get to know what’s important to you
    0:37:35 and what matters.
    0:37:39 When I was an undergraduate, I did some pretty dumb things.
    0:37:42 But the one thing I learned to do as an undergraduate
    0:37:47 is I decided that the required chapel at my university
    0:37:52 was improper because I said, you know, it’s Protestant.
    0:37:55 What about Jews and Muslims?
    0:37:56 – Were there any Jewish or Muslim students
    0:37:58 at your college?
    0:38:00 – No, but it didn’t matter to me.
    0:38:02 – It’s the principle, sure.
    0:38:04 – It’s the principle.
    0:38:09 And so that person in college who fought for that principle
    0:38:10 and almost didn’t graduate
    0:38:13 because I didn’t meet the chapel requirement
    0:38:17 is the same person today sitting here
    0:38:18 speaking out on issues.
    0:38:20 That’s where I developed that.
    0:38:23 That’s how I learned to protect who I was
    0:38:24 and what I cared about.
    0:38:30 – As much as Simmons already believed
    0:38:32 in the mission of HBCUs,
    0:38:34 that’s the reason she came out of retirement
    0:38:37 to run Prairie View A&M,
    0:38:40 she says this mission was further accentuated
    0:38:41 a couple of years ago.
    0:38:44 – The moment of the Floyd murder
    0:38:49 was a very important moment for most HBCUs.
    0:38:52 We thought we were out of that
    0:38:54 and suddenly there’s this wake-up call
    0:38:57 that says, no, we’re not there yet.
    0:38:57 What do you do?
    0:39:02 It reminds me of the moment in 1963
    0:39:06 when John F. Kennedy was killed and I was in college.
    0:39:10 And we huddled together as college students
    0:39:12 to try to understand what was going to go on now
    0:39:13 in the world.
    0:39:17 We felt so shaken by what was happening
    0:39:18 at that moment in time
    0:39:21 and throughout the civil rights struggle.
    0:39:24 So it’s not a flight from reality,
    0:39:28 it’s an effort to become stronger to face that reality.
    0:39:30 And that’s what we’re trying to do for our students,
    0:39:32 help them face that reality.
    0:39:34 – You said that you believe in the quote,
    0:39:36 transformative power of education.
    0:39:39 And in your personal biography,
    0:39:42 it’s hard not to imagine that you wouldn’t make that claim
    0:39:45 because it plainly did transform you.
    0:39:47 Let’s talk a little bit more broadly though
    0:39:50 and let’s bring it up to the current situation.
    0:39:54 So a lot of economists spend a lot of time
    0:39:56 doing very fancy econometrics
    0:39:58 to prove the returns to education,
    0:40:01 as I’m sure you well know, particularly college education.
    0:40:04 I assume that you also believe
    0:40:06 the returns to education are significant,
    0:40:08 but you’re not using econometrics
    0:40:09 to come to this conclusion.
    0:40:14 So give me your argument for why education today,
    0:40:16 particularly college education,
    0:40:19 has the power to truly transform, how does that work?
    0:40:21 – Well, I would start with the earliest education
    0:40:23 to be perfectly honest with you.
    0:40:25 So here are the fundamentals.
    0:40:30 We’re all in an uneven situation no matter where we are.
    0:40:35 Some of us may have immense privilege.
    0:40:37 On the opposite extreme,
    0:40:41 there are people who are born with nothing,
    0:40:44 who have no one to care about them.
    0:40:50 In both cases, these children have the opportunity to learn,
    0:40:55 to be better people, to be more aware of the world
    0:40:56 that they live in.
    0:40:59 And whether they become that is highly dependent
    0:41:01 on the kind of educational experience
    0:41:03 they’re able to have.
    0:41:07 And so a privileged child can be privileged,
    0:41:09 but still not be educated,
    0:41:10 although they have access to the books
    0:41:13 and all the toys of education,
    0:41:15 but they might not have an understanding
    0:41:19 of how to be in the world as one of many.
    0:41:29 – At Prairie View, the median family income of students
    0:41:31 is just under $40,000 a year.
    0:41:34 Only 11% of Prairie View students
    0:41:37 come from the top 20% of the income distribution.
    0:41:41 So unlike her students at Smith and Brown,
    0:41:45 Simmons is not dealing with highly privileged students,
    0:41:48 but she says her philosophy does not change at all.
    0:41:50 – I’m doing the same thing I’ve always done.
    0:41:53 I’m trying to make trouble if I can.
    0:41:57 And testizing my students as I did at Smith and at Brown
    0:42:00 to be better at what they’re doing.
    0:42:04 I’m trying to set a model for them of what is possible
    0:42:06 if they work hard.
    0:42:11 And trying to insist that this university can be
    0:42:14 as good as any other university
    0:42:16 if we make the right decisions.
    0:42:20 – So only about 10% of all African-American
    0:42:24 college students in the US today attend HBCUs,
    0:42:29 but those schools produce 25% of black graduates
    0:42:34 in the STEM fields, roughly 80% of black judges in the US
    0:42:38 have come from an HBCU, 70% of black doctors
    0:42:41 on and on, 40% of the black members of Congress.
    0:42:44 What does that mismatch tell you?
    0:42:46 Is that a feather in the cap of HBCUs
    0:42:50 or does it say something about the black students
    0:42:52 that are going to non-HBCUs?
    0:42:54 And why are there not, for instance,
    0:42:57 more black STEM graduates coming out of those schools?
    0:43:01 – Well, you know, these institutions are mission-driven.
    0:43:05 Now, here’s the important thing to understand about missions.
    0:43:08 Institutions have certain purposes.
    0:43:12 And those purposes are reiterated constantly.
    0:43:16 You hire people who understand the mission.
    0:43:18 You evaluate people on whether or not
    0:43:20 they understand the mission
    0:43:22 and whether they’re committed to it.
    0:43:25 And so what is the mission of HBCUs?
    0:43:27 The mission of HBCUs is to make sure
    0:43:30 that their students are successful.
    0:43:35 Our motto is Prairie View produces productive people.
    0:43:38 We’re looking to make sure that every single person
    0:43:40 who comes into this university is successful.
    0:43:43 Now, let me switch and talk about the other model,
    0:43:45 which is a more competitive model.
    0:43:48 So I used to complain about this all the time
    0:43:51 at Princeton and all of these places.
    0:43:53 And that is, what’s the model?
    0:43:55 Well, the model is to eliminate.
    0:44:00 So think of engineering at Princeton and Harvard.
    0:44:04 You come in and you take prerequisites.
    0:44:06 And what do those prerequisites do?
    0:44:11 They knock you out of eligibility to pursue engineering.
    0:44:15 And so most of the students coming in who want to do that
    0:44:18 have to switch to some secondary interest.
    0:44:22 So one model is about eliminating people
    0:44:26 so that there is a special class of achievers
    0:44:28 at the highest end.
    0:44:30 And that’s where they make their reputation.
    0:44:33 The other model is about making sure everybody gets through.
    0:44:36 – You’ve been engaged obviously in both models.
    0:44:38 Do you have a preference?
    0:44:41 – I want students to succeed, period.
    0:44:45 I understand the value of education.
    0:44:48 It doesn’t all have to be the same.
    0:44:50 (gentle music)
    0:44:51 All right, one last question.
    0:44:54 It’s very short and it’s very easy.
    0:44:57 What is college really for, would you say?
    0:45:01 – I would have said it’s to make us the best possible
    0:45:03 healing being that we can be.
    0:45:05 Developing our mind fully.
    0:45:07 – So that’s a nice answer.
    0:45:10 The only problem is that sounds like it may be describing
    0:45:11 a certain kind of college,
    0:45:15 like a very well-regarded public university or private.
    0:45:18 But what about community colleges?
    0:45:19 Are they serving that same purpose?
    0:45:20 – Of course they are.
    0:45:23 – And what about all those people who aren’t going to college
    0:45:24 and they want to develop their mind?
    0:45:27 – No, no, no, no, no, no, no, no, no, no, no, no.
    0:45:32 I know people who want to be the best person they can be
    0:45:37 and that doing it in different ways.
    0:45:40 I have a niece who just for a while
    0:45:41 couldn’t figure out what she was going to do.
    0:45:46 So she went to a community college to do nursing.
    0:45:48 And that’s been her journey.
    0:45:50 And we’re very proud of her.
    0:45:53 And that’s an incredible thing for her to do.
    0:45:58 I have lots of family members who are doing it a different way.
    0:46:00 I always encourage people no matter what course
    0:46:03 they’re taking, however, to develop their minds
    0:46:05 as fully as they can.
    0:46:07 You can do that no matter who you are,
    0:46:09 no matter where you are.
    0:46:11 Some of the best people I’ve known
    0:46:15 have been non-college educated people.
    0:46:19 And so it’s not a matter of going to a particular college.
    0:46:21 It’s not a matter of that at all.
    0:46:23 It’s a matter of investing in yourself
    0:46:25 and taking that seriously.
    0:46:28 – When Ruth Simmons stepped down
    0:46:31 as president of Prairie View A&M in 2023,
    0:46:33 she left behind many students
    0:46:36 who benefited from her philosophy
    0:46:40 and people who weren’t her students too.
    0:46:43 For instance, while preparing to interview Simmons,
    0:46:45 I read and listened to a lot of other interviews.
    0:46:47 In one of them, she said something
    0:46:48 I’ve been thinking about ever since,
    0:46:51 something so wise that I think it should be the motto
    0:46:54 of every company and institution in the world.
    0:46:57 She said, “I always tell the people that I hire
    0:46:58 that I don’t hire them
    0:47:01 because they’re able to follow rules.
    0:47:04 I hire them because they have good judgment.”
    0:47:08 Thanks for that great insight, Dr. Simmons.
    0:47:10 But another thing I learned from her today
    0:47:12 is the difference between what she calls
    0:47:15 the mission-driven model of higher education
    0:47:16 and the competitive model.
    0:47:19 Plainly, they’ve both got their place,
    0:47:21 but it does make you wonder,
    0:47:25 since the competitive schools, the elite schools,
    0:47:26 pride themselves on producing
    0:47:29 the absolute best and brightest graduates,
    0:47:33 and since a college education has been shown
    0:47:36 to drive better life outcomes generally,
    0:47:41 why aren’t those elite schools expanding?
    0:47:45 Wouldn’t it make sense to offer their world-class knowledge
    0:47:50 and their multi-billion dollar endowments to more students?
    0:47:51 Most schools have been expanding,
    0:47:53 except schools at the very top.
    0:47:56 Why aren’t the top schools expanding?
    0:47:59 With schools, reputation is going to matter a lot.
    0:48:02 So does this mean that an elite education
    0:48:06 is mostly one big, expensive signaling mechanism?
    0:48:08 If it were only a signaling thing,
    0:48:11 somebody would have been a less expensive signal.
    0:48:14 – That’s next time on part two of our special series,
    0:48:16 Freakonomics Radio, goes back to school.
    0:48:18 And if you wanna dig deeper right now,
    0:48:21 you can find some other college-related episodes
    0:48:22 in our archive.
    0:48:25 We did a two-parter back in 2012
    0:48:27 called Freakonomics Goes to College.
    0:48:30 Those were episodes 86 and 88.
    0:48:35 Episode 377 was called the $1.5 trillion question,
    0:48:38 how to fix student loan debt.
    0:48:41 We’ve also interviewed a pair of Harvard presidents
    0:48:44 in the past, Larry Summers and Drew Faust.
    0:48:47 Those were episodes 303 and 218.
    0:48:50 We spoke with Wesleyan President Michael Roth
    0:48:53 more recently for episode 574,
    0:48:56 and of course, Tanya Tetlow from Fordham last week.
    0:48:58 We’ll be back next week with part two
    0:49:00 of our college series.
    0:49:02 Until then, take care of yourself
    0:49:04 and if you can, someone else too.
    0:49:07 (upbeat music)
    0:49:09 Freakonomics Radio is produced by Stitcher
    0:49:11 and Renbud Radio.
    0:49:14 You can find our entire archive on any podcast app
    0:49:16 and also at freakonomics.com
    0:49:18 where we publish transcripts and show notes.
    0:49:21 This episode was produced by Zach Lipinski
    0:49:23 with help from Dalvin Abouashi.
    0:49:26 Our staff also includes Alina Cullman, Augusta Chapman,
    0:49:29 Eleanor Osborne, Elsa Hernandez, Gabriel Roth,
    0:49:32 Greg Rippin, Jasmine Klinger, Jeremy Johnston,
    0:49:34 John Snars, Julie Canfer, Lyric Bowditch,
    0:49:37 Morgan Levy, Neil Carruth, Rebecca Lee Douglas,
    0:49:39 Sarah Lilly, and Teo Jacobs.
    0:49:42 Our theme song is “Mr. Fortune” by the Hitchhikers.
    0:49:44 Our composer is Luis Guerra.
    0:49:46 As always, thank you for listening.
    0:49:55 My wife is a Smith graduate before your time.
    0:49:58 – Ah, you said the magic word.
    0:50:02 (upbeat music)
    0:50:05 – The Freakonomics Radio Network,
    0:50:07 the hidden side of everything.
    0:50:10 (upbeat music)
    0:50:11 Stitcher.
    0:50:14 (gentle music)

    We think of them as intellectual enclaves and the surest route to a better life. But U.S. colleges also operate like firms, trying to differentiate their products to win market share and prestige points. In the first episode of a special series originally published in 2022, we ask what our chaotic system gets right — and wrong. (Part 1 of “Freakonomics Radio Goes Back to School.”)

     

    • SOURCES:
      • Peter Blair, faculty research Fellow of the National Bureau of Economic Research and professor of education at Harvard University.
      • Catharine Hill, former president of Vassar College; trustee at Yale University; and managing director at Ithaka S+R.
      • Morton Schapiro, professor of economics and former president of Northwestern University.
      • Ruth Simmons, former president of Smith College, Brown University, and Prairie View A&M University.
      • Miguel Urquiola, professor of economics at Columbia University.