Main Article Content
Extending research findings by R. Sabot and J. Wakeman-Linn (1991), this article presents a theoretical analysis showing that relatively low grading quantitative fields and high grading verbal fields create a disincentive for college women to invest in quantitative study. Pressures on grading practices are modeled using higher education production functions.
Download data is not yet available.
How to Cite
Dowd, A. C. (2000). Collegiate Grading Practices and the Gender Pay Gap. Education Policy Analysis Archives, 8, 10. https://doi.org/10.14507/epaa.v8n10.2000