"...I propose an unusual identification strategy to estimate the effects of disruptive students on peer behavior and academic outcomes. I suggest that boys with names most commonly given to girls may be more prone to misbehavior as they get older. The argument goes as follows: Up until a certain point in childhood, boys with names associated with girls are unaffected by their names, either positively or negatively. But as they enter middle school and (1) become more aware of their own sexuality and (2) are mixed with a new group of children (including those older than they are) who did not attend their elementary school, boys with names associated with girls may begin to misbehave in school at a disproportionate rate..."
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