Collegiate grading practices and the gender pay gap

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish (US)
JournalEducation Policy Analysis Archives
StatePublished - Jan 27 2000

All Science Journal Classification (ASJC) codes

  • Education


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