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 | |
| State | Published - Jan 27 2000 |
All Science Journal Classification (ASJC) codes
- Education
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