Collegiate Grading Practices and the Gender Pay Gap
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 practi...
Main Author: | |
---|---|
Format: | Article |
Language: | English |
Published: |
Arizona State University
2000-01-01
|
Series: | Education Policy Analysis Archives |
Online Access: | http://epaa.asu.edu/ojs/article/view/401 |
Summary: | 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. |
---|---|
ISSN: | 1068-2341 |