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...
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| Format: | Article |
| Language: | English |
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Arizona State University
2000-01-01
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| Series: | Education Policy Analysis Archives |
| Online Access: | http://epaa.asu.edu/ojs/article/view/401 |