Collegiate grading practices and the gender pay gap

Alicia C. Dowd

doi:10.14507/epaa.v8n10.2000

Collegiate grading practices and the gender pay gap

Alicia C. Dowd

Education Policy Studies

Research output: Contribution to journal › Article › peer-review

Abstract

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 language	English (US)
Journal	Education Policy Analysis Archives
Volume	8
DOIs	https://doi.org/10.14507/epaa.v8n10.2000
State	Published - Jan 27 2000

All Science Journal Classification (ASJC) codes

Education

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10.14507/epaa.v8n10.2000

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Collegiate grading practices and the gender pay gap

Abstract

All Science Journal Classification (ASJC) codes

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