Collegiate Grading Practices and the Gender Pay Gap
Keywords:College Students, Females, Grading, Higher Education, Income, Models, Sex Differences
AbstractExtending 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