Collegiate Grading Practices and the Gender Pay Gap

Alicia C. Dowd


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.


College Students; Females; Grading; Higher Education; Income; Models; Sex Differences

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Copyright (c) 2019 Alicia C. Dowd

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