Faculty Spotlight: Lisa Ho, Assistant Professor, Department of Economics, Columbia University 

We had the honor to speak with Professor Lisa Ho, an Assistant Professor who recently joined the Department of Economics at Columbia University.

Could you briefly introduce yourself and share what led you to economics? 

I was an undergraduate at MIT and initially majored in math and computer science. I really enjoyed the technical material, but found myself drawn to social issues. In my junior year, I took a course called “Data Analysis for Social Scientists” taught by Esther Duflo and Sara Ellison. That class showed me how economic tools could be used to address real-world issues, and it ultimately shifted my trajectory toward economics.

Your work focuses heavily on labor markets, particularly in India, and female labor force participation. What led you to that focus? 

The focus on India was somewhat path-dependent. My PhD advisors were doing research in India, and during the summer after my first year, I traveled there to work as a research assistant for Frank Schilbach. While I was there, I started thinking more deeply about issues specific to the country, and I built both personal and professional relationships that continue to shape my work. I now go back at least twice a year for research. 

What has your experience been like so far at Columbia Economics? 

In the fall, I taught two new classes: one PhD-level course on labor markets in developing countries, and a related undergraduate course. I feel very lucky to be starting my career at Columbia. The students are engaged and sharp, and I feel very fortunate to be surrounded by brilliant senior and junior colleagues who’ve been generous with their time and mentorship. 

Are there any ongoing or upcoming projects you’re particularly excited about? 

Yes, one project I’m really excited about is a large-scale randomized control trial that I started during my postdoc with Rohini Pande. We’re testing an intervention that trains women to access workfare programs and receive direct payments for their labor. The scale of the study allows us to randomize the share of women trained in each village, which will help us understand spillover effects and broader patterns of social and economic change. 

What motivated your focus on women in the labor market?

It’s a combination of personal and professional experience. Growing up, I was often one of very few girls in math and science spaces. That shaped my understanding of how gendered experiences affect educational and career trajectories. Hearing the stories of women in my personal life, as well as those of my friends and family, has motivated me to explore these dynamics in my work.

Are there any common misconceptions about women’s labor force participation that your research helps clarify?

One common misconception is that low female labor force participation simply reflects women’s preferences. But survey data from the ILO and Gallup shows that most women report preferring paid work, either alongside or instead of household responsibilities. The real barrier isn’t preference, it’s access. Many women who want work are not actively searching because they’ve become discouraged, so they’re not even counted in official unemployment statistics. 

As an economist working on gender and development, how do you view the role of research in shaping policy? 

There are both direct and indirect paths to policy impact. On the direct side, we’re working with the government on the RCT I mentioned, so we’re co-designing interventions with policymakers and partners in real time. Indirectly, research contributes by introducing new perspectives, clarifying what the data shows, and testing competing explanations. For instance, when we talk about falling fertility or marriage rates, it’s helpful to ground those discussions in evidence and data-driven analysis. Economics can help move the conversation beyond surface-level policy fixes to the root causes.

What do you hope students or young professionals take away from your classes?

For undergraduates, I want to show the breadth of economics, that it can be used to study the issues they care most about. I didn’t come to college planning to be an economist, and it was just one class that changed my direction. So I try to give students a taste of what economists actually do beyond textbook theory. For PhD students, my goal is to help them generate research ideas and identify under explored topics that are feasible and meaningful to study. I want the class to be practical, something that equips them to run their own studies and contribute to the field in tangible ways.