Germán Reyes

Germán Reyes is an Assistant Professor of Economics at Middlebury College in Vermont, specializing in applied microeconomics with a focus on behavioral economics applications to labor and education markets. His research examines how cognitive limitations affect economic outcomes and investigates income inequality through higher education access and affirmative action programs.

• Current Position: Assistant Professor of Economics, Middlebury (2023–present)
• Location: Middlebury, Vermont, U.S.

Education:

• Cornell University, Ph.D. in Economics (2023)

Reyes' research program centers on two major areas: first, studying how cognitive limitations like mental endurance and limited sophistication affect economic outcomes including college admissions and wage-setting practices; second, examining income inequality through the lens of higher education access and affirmative action programs. His recent work investigates AI adoption patterns among college students and affirmative action policies in Brazilian universities, demonstrating his commitment to understanding real-world economic behaviors and policy impacts.

His recent publications reveal a consistent focus on education market dynamics, with particular attention to technology adoption in learning environments and equity issues in higher education access. Reyes' research methodology combines behavioral economics insights with rigorous empirical analysis of large datasets.

Reyes maintains an active research agenda with recent publications in 2025 examining AI usage patterns among college students and affirmative action policies in Brazilian public universities. His work has appeared on The Conversation platform, indicating engagement with broader public discourse on economic issues.

As a researcher, Reyes collaborates with colleagues across institutions, as evidenced by his co-authored work on Brazilian affirmative action policies with researchers from Columbia and Cornell Universities. His recent survey of Middlebury College students demonstrates his involvement in institution-specific research that also has broader implications for higher education policy.