We test the effectiveness of a behavioral program grounded in the idea that status granting and self-persuasion might yield a robust behavioral change in disadvantaged adolescents. We enlist socially connected senior middle school students with high emotional intelligence as "student-teachers" and entrust them with delivering a curriculum to their junior peers. The program empowers student-teachers, leading them to improve their social environment. It reduces disciplinary incidents and antisocial behavior among student-teachers and their friendship networks. The intervention significantly enhances the likelihood of admission to selective high schools for student-teachers, offering a cost-effective way to help disadvantaged adolescents escape neighborhood disadvantages.

In recent decades, the term “politics” has become almost synonymous with conflict. Results from eight studies show that individuals averse to conflict tend to select out of surveys and discussions explicitly labeled as “political.” This suggests that the inferences researchers draw from “political” surveys, as well as the impressions average Americans draw from explicitly “political” discussions, will be systematically biased toward conflict. We find little evidence that these effects can be attenuated by emphasizing deliberative norms. However, conflict averse individuals are more willing to discuss ostensibly political topics such as the economy, climate change, and racial inequality, despite reluctance to discuss “politics” explicitly. Moreover, they express greater interest in politics when it is defined in terms of laws and policies and debate is deemphasized. Overall, these findings suggest the expectation of conflict may have a self-fulfilling effect, as contexts deemed explicitly “political” will be composed primarily of conflict seekers.