Equilibrium Grade Inflation with Implications for Female Interest in STEM Majors. NBER Working Paper No. 26556

Autor/inn/en	Ahn, Thomas; Arcidiacono, Peter; Hopson, Amy; Thomas, James R.
Institution	National Bureau of Economic Research
Titel	Equilibrium Grade Inflation with Implications for Female Interest in STEM Majors. NBER Working Paper No. 26556
Quelle	(2019) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade Inflation; STEM Education; Majors (Students); Females; School Policy; Disproportionate Representation; Gender Bias; Grading + Suchen Sie Ihr Suchwort? STEM; Weibliches Geschlecht; Schulpolitik; Geschlechterstereotyp; Notengebung; Schulnote
Abstract	Substantial earnings differences exist across majors with the majors that pay well also having lower grades and higher workloads. We show that the harsher grading policies in STEM courses disproportionately affect women. To show this, we estimate a model of student demand courses and optimal effort choices of students conditional on the chosen courses. Instructor grading policies are treated as equilibrium objects that in part depend on student demand for courses. Restrictions on grading policies that equalize average grades across classes helps to close the STEM gender gap as well as increasing overall enrollment in STEM classes. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01