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Do Households Adapt? Repeated Hurricane Exposure and the Purchasing of Bottled Water

Published online by Cambridge University Press:  27 October 2025

Edouard R. Mensah*
Affiliation:
Department of Agricultural Economics, Sociology and Education, The Pennsylvania State University, University Park, PA, USA
Douglas H. Wrenn
Affiliation:
Department of Agricultural Economics, Sociology and Education, The Pennsylvania State University, University Park, PA, USA
Edward C. Jaenicke
Affiliation:
Department of Agricultural Economics, Sociology and Education, The Pennsylvania State University, University Park, PA, USA
*
Corresponding author: Edouard R. Mensah; Email: erm5815@psu.edu
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Abstract

Understanding how households adapt to hurricanes is increasingly important as these events become more frequent and severe. This paper examines how past hurricane exposure influences current household preparedness, focusing specifically on the stockpiling of bottled water. Leveraging scanner data on bottled water purchases for households in the Southeastern United States, we employ a difference-in-differences event study framework to analyze how repeated hurricane experiences affect consumer behavior. Our results indicate that households exposed to hurricane warnings do not increase their preparedness in the subsequent hurricane season, and those experiencing a landfall event underprepare. These results suggest limited learning from past events.

Information

Type
Research Article
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of Southern Agricultural Economics Association
Figure 0

Table 1. Summary statistics

Figure 1

Figure 1. Weekly purchase activity. This figure shows event study plots for purchasing (a) and total quantity of water purchased (b) and total expenditure (c). Each sub-figure has a different plot for each treatment group. The vertical dashed blue line defines the week of Irma’s arrival.

Figure 2

Figure 2. Results for event study DD and DDD models. This figure plots the lead and lag parameters for the DD model in equation (1) (panels (a), (c), and (e)) and the lead and lag parameters for the DDD model in equation (2) (panels (b), (d), and (f)). The dependent variables are the probability of purchasing, ounces bought, and dollars spent. All models include household and week fixed effects. Standard errors are clustered at the county level. The mean value of the outcome is the control group is shown in the lower left of the figure.

Figure 3

Figure 3. Treatment moderation based on landfall exposure. This figure plots parameters estimated using equation (2) with 2016 moderation (exposure) based on hurricane landfall as opposed to hurricane warning. Panels (a), (c), and (e) are for the full data for Hermine or Matthew landfall in 2016, while panels (b), (d), and (f) are for Florida only with landfall based on Hermine. All models include household and week fixed effects. Standard errors are clustered at the county level. The mean value of the outcome is the control group is shown in the lower left of the figure.

Figure 4

Figure 4. Weekly purchase activity by household income. This figure shows results from our event study DDD model for all three outcomes broken out by high-income households ((a), (c), and (e)) and low-income households ((b), (d), and (f)). We define the low/high income break based on median income in the sample of $\$55,000$ in $\$2017$. The mean value of the outcome is the control group is shown in the lower left of the figure.

Figure 5

Figure 5. Weekly purchase activity by household education. This figure shows results from our event study DDD model for all three outcomes broken out by high-education households ((a), (c), and (e)) and low-education households ((b), (d), and (f)). We define the low/high education break based on whether the head of household has a four-year degree or higher. The mean value of the outcome is the control group is shown in the lower left of the figure.

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