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Last winter I
realized the
importance and
beauty
of what I like to
call “information
mobility.” The
tools obtained
in my classes of
Econometrics
and Statistical Modeling proved to be
not only useful, but essential to the work
I was doing as an intern with Harvard
University’s Poverty Action Lab in the
Mexican state of Chiapas.
Researchers from the lab conducted
surveys, collected data and used different
lending schemes to evaluate the impact
of microfinance in several communi-
ties and towns in Chiapas. The research
provided different lending schemes and
incentives for four groups of women
and one control group in a study that
involved 2,000 women. The aim of the
project was to evaluate the generalized
impact of microfinance across lending
groups with different characteristics such
as income levels, numbers of women per
lending group, number of children and
regional differences.
My role in San Cristóbal was not only to
construct the master file which contained
all the information about the group and
the women involved in this project, but
to create and interpret descriptive statis-
tics, interview managers from different
participating bank branches in the region
and meet with the women who had
started or improved artisan and agricul-
tural practices to better their standards of
living. My role was paramount since mis-
takes in the study data would be reflected
in the results. Therefore, I took special
care ensuring that there were no mistakes
in the master file and checked it by using
the descriptive statistics.
Using only my laptop, I was able to do
this work while sitting in the tiny office
in San Cristóbal. When I was done I
could step outside and experience a city
thriving in its own culture and history.
What I learn in the classroom not only
stays in the exams I take and the papers I write, it goes with me every-
where I go and is applicable to an
incredible range of situations and
experiences.
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Taking the classroom to the streets