Collegiate Grading Practices and the Gender Pay Gap

Creator

Alicia C. Dowd

Files

Publisher

Arizona State University, University of South Florida

Publication Date

January 2000

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.

Extent

19

Volume

8

Issue

10

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00154

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Dowd, Alicia C., "Collegiate Grading Practices and the Gender Pay Gap" (2000). Education Policy Analysis Archives (EPAA). 369.
https://digitalcommons.usf.edu/usf_EPAA/369