Dr Gurleen Popli
Department of Economics
Senior Lecturer in Economics
+44 114 222 3485
Full contact details
Department of Economics
9 Mappin Street
Gurleen is a Senior Lecturer in the Department of Economics. She has a BA (Economics) from University of Delhi, a MA (Economics) from Delhi School of Economics and a PhD (Economics) from University of California, Riverside.
She joined the Department of Economics at Sheffield in September 2004, having previously taught at universities in the UK and the USA.
In 2020 Gurleen received a Leverhulme Research Fellowship to conduct research into 'Racial differences in the school-to-work transition: exploring the long-term implications'.
- Research interests
Gurleen´s primary research interest is in Applied Econometrics, with specific focus on poverty and income distribution. Her research falls under two broad themes.
The first focuses on looking at the labour market inequalities in the distribution of wages and earnings; with a focus on identifying the gender disparities and differences across the formal and the informal sectors of the economy.
The second area of her research is looking into the impact of socioeconomic inequalities and poverty on child development.
Gurleen is interested in supervising students in applied micro and macro-econometrics.
- Predictors of becoming not in education, employment or training: a dynamic comparison of the direct and indirect determinants. Journal of the Royal Statistical Society. Series A (General). View this article in WRRO
- Selection and performance in post-compulsory education. Review of Development Economics, 26(1), 3-31. View this article in WRRO
- Parental ethnic identity and child test scores. Fiscal Studies. View this article in WRRO
- Do environmental concerns affect commuting choices?: hybrid choice modelling with household survey data. Journal of the Royal Statistical Society. Series A (General), 181(1), 299-320. View this article in WRRO
- The Many Dimensions of Child Poverty: Evidence from the UK Millennium Cohort Study. Fiscal Studies. View this article in WRRO
- Children’s Development and Parental Input: Evidence From the UK Millennium Cohort Study. Demography, 54(2), 485-511. View this article in WRRO
- Educational Attainment and Wage Inequality in Turkey. Labour. View this article in WRRO
- Persistent poverty and children's cognitive development: evidence from the UK Millennium Cohort Study. Journal of the Royal Statistical Society. Series A: Statistics in Society, 179(2), 535-558. View this article in WRRO
- An epidemiological study to investigate the relationship between Meniere's disease and migraine. Clinical Otolaryngology, 41(6), 707-710.
- Examining the link between crime and unemployment: a time-series analysis for Canada. Applied Economics, 47(37), 4007-4019. View this article in WRRO
- Estimating the critical and sensitive periods of investment in early childhood: a methodological note.. Soc Sci Med, 97, 316-324.
- Gender wage differentials in Mexico: A distributional approach. Journal of the Royal Statistical Society. Series A: Statistics in Society.
- Changes in human capital and wage inequality in Mexico. Oxford Development Studies, 39(3), 369-387.
- Trade liberalization and the self-employed in Mexico. World Development, 38(6), 803-813.
- Minimum wages and the wage structure in Mexico. Review of Social Economy, 66(2), 181-208.
- Rising wage inequality in Mexico, 1984-2000: A distributional analysis. Journal of Income Distribution, 16(2), 49-67.
- Decomposing the Gender Reservation Wage Gap in Italy: A Regional Perspective. Journal of Regional Science.
- Teaching activities
I see teaching as an interactive learning process through which both the teacher and the student can benefit. The role of the teacher is to incite the students´ interest and curiosity in the subject and to help them think independently in an organized way. I believe it is possible, and important, to convey complex ideas in very simple terms without losing the essence of the material taught.
I also believe that it is very important that the structure and the level of the course are in accordance with the group of students taking it. For example, if I am teaching a course for undergraduate students, the emphasis will be on establishing the basic economic ideas and giving the students the tools that they can use to understand the real world questions.
On the other hand, when it comes to graduate courses, my focus would be in teaching current cutting edge research models and tools. I also like to place particular emphasis on backward and forward linkages, so that the students at any point can clearly understand how the particular module fits within the broad range of courses they have taken or will be taking.
- ECN358 Economic Analysis of Inequality and Poverty
- ECN6800 Dissertation (Module leader)