Consider two American children, one rich and one poor, both brilliant. The rich one is much more likely to become an inventor, creating products that help improve America’s quality of life. The poor child probably will not.
That’s the conclusion of a new study by the Equality of Opportunity project, a team of researchers led by the Stanford economist Raj Chetty. Chetty and his team look at who becomes inventors in the United States, a career path that can contribute to vast improvements in Americans’ standard of living. They find that children from families in the the top 1 percent of income distribution are 10 times as likely to have filed for a patent as those from below-median-income families, and that white children are three times as likely to have filed a patent as black children. This means, they say, that there could be millions of “lost Einsteins”—individuals who might have become inventors and changed the course of American life, had they grown up in different neighborhoods. “There are very large gaps in innovation by income, race, and gender,” Chetty told me. “These gaps don’t seem to be about differences in ability to innovate—they seem directly related to environment.”
The discrepancy in who gets patents is not the result of innate abilities, Chetty and his team, Alex Bell of Harvard, Xavier Jaravel of the London School of Economics, Neviana Petkova of the U.S. Treasury Department, and John Van Reener of MIT, conclude. Children from many different backgrounds excel in math and science tests in third grade, for instance. But it’s the wealthy children who do well in math and science that end up getting patents. Why? Because they have more exposure to innovation in their childhood, the researchers say. This exposure comes mostly from interacting with people who are themselves inventors. If young kids know people who are inventors, or hear conversations at the dinner table about research and innovation, they’re more likely to become interested in pursuing careers in that field, Chetty told me. “Opportunity broadly, and exposure to innovation in particular, are really the keys to increasing innovation,” he said. Chetty, for instance, grew up in a family of academics, and overheard conversations about science and making discoveries, which, he says, influenced his decision to pursue a career in academia.
[For more on this story by ALANA SEMUELS, go to https://www.theatlantic.com/bu...ncome-chetty/547202/]
Comments (0)