Collegiate Grading Practices and the Gender Pay Gap

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Published: Jan 27, 2000
DOI: https://doi.org/10.14507/epaa.v8n10.2000
Keywords:
College Students, Females, Grading, Higher Education, Income, Models, Sex Differences

Authors

Alicia C. Dowd
Cornell University

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Abstract

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.

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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
Issue
Vol. 8 (2000)
Section
Articles
Author Biography

Alicia C. Dowd, Cornell University

Alicia C. Dowd is Senior Lecturer in the Department of Education, Cornell University. Her research and teaching focus on educational equity and access. Current research projects include studies of the influence of tuition and tuition subsidies on the educational attainments of community college students; student equity in community college financing in New York State; and the influence of school-college partnerships on human capital development and institutional change. She received her Ph.D. in 1998 from Cornell University, where she studied educational administration, with a focus on higher education. In 1998-99, she played a role in creating the Institute for Community College Development at Cornell University, which provides leadership development opportunities to community college administrators and faculty members. Prior to completing graduate studies, she was a staff member for over ten years at Cornell's School of Continuing Education and Summer Sessions, where she was involved in developing and marketing academic programs.