The economics of migration and education

Neha Kalwala has always been fascinated with economics as a powerful lens to examine human lives and social structures. Growing up between India and the U.S., she developed a keen interest in economic disparities and how policies and financial flows shaped people’s lives.

During her first year on campus, Kalwala enrolled in a Gender Economics class which furthered her curiosity about the intersection of economics and social issues and after a faculty recommendation, led her to pursue student research the following year on gender data gaps. The project later transitioned to focus on gender biases in the Nobel Prize nomination process.

As the only sophomore on a research team of junior and senior students and faculty members, Kalwala immersed herself in qualitative and quantitative research, even traveling to Stockholm to visit the Nobel Prize Museum and conduct on-site analysis. “It was really eye-opening to understand the environment in which this type of process happens and the presence of gender disparities and systematic and data biases as a whole,” she said.

Her personal experience with migration and education ultimately helped shape her senior thesis. Having moved from India to the U.S. as a child and back again as a teenager, Kalwala witnessed firsthand the challenges that come with displacement and migration. Her research focuses on how remittances—money that migrants send back to their home countries—impacts education.

Through her research, Kalwala aims to answer whether children in Indian households receiving more remittances have better educational outcomes based on three metrics: school enrollment, weekly hours spent at school, and choice of educational institution (private or government/public funded). India has the largest population of school-age children, making educational improvements or disparities particularly impactful on global education metrics.

Using household-level data from the India Human Development Survey, Kalwala analyzed data sets from 2006 and 2012. Her preliminary findings suggested that even small remittances could increase the time children spent in school. For example, a 25% increase in remittances correlated with an additional 30 minutes of school time per week. With guidance from Maia Linask and Alexander Persaud, economics faculty members, she refined her methodology, balancing the statistical rigor of economic modeling with the nuanced social implications.

As her thesis progressed, Kalwala had the opportunity to present her research at the Eastern Economic Association conference, an experience that both challenged and excited her. “The conference allowed me to receive valuable feedback and also exposed me to professional research discussions, which was really exciting,” she said.

Kalwala also infuses her interest in economics and social issues in work with the community, serving as a tax assistant and administrative intern with United Way throughout her time at UR. After she graduates in May, Kalwala plans to return to her home in Chicago as an asset manager at Northern Trust.

“My interest in research and development economics will remain a driving force in my life,” she said. “I am grateful for the opportunities I’ve had at UR and the mentors who have guided me.”