当前位置: X-MOL 学术Labour Economics › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
High School Rank in Math and English and the Gender Gap in STEM
Labour Economics ( IF 1.893 ) Pub Date : 2021-02-01 , DOI: 10.1016/j.labeco.2021.101969
Judith M. Delaney , Paul J. Devereux

Using unique data on preference rankings for all high school students who apply for college in Ireland, we investigate whether, conditional on absolute achievement at the end of high school, within school-cohort rank in English and math affects choice of college major. We find that higher rank in math increases the likelihood of choosing STEM and decreases the likelihood of choosing Arts and Social Sciences. Similarly, a higher rank in English leads to an increase in the probability of choosing Arts and Social Sciences and decreases the probability of choosing STEM. The effects of subject ranks on STEM are larger for boys than girls while there is no evidence of a gender difference in the effect of subject ranks on Arts and Social Sciences. We also find that English and math rank can explain about 4% of the gender gap in the choice of STEM as a college major and 9% of the gender gap that is not explained by absolute achievement. Overall, the tendency for girls to be higher ranked in English and lower ranked in math within school-cohorts can explain about 10% of the difference in the STEM gender gap between mixed-sex schools and same-sex schools and about 25% of the difference that is unexplained by absolute achievement. Notably, these effects occur even though we control for an extensive set of measures of absolute achievement at the end of high school, and the institutional setup implies that within-school rank plays no role whatsoever in college admissions decisions.



中文翻译:

高中数学和英语排名以及STEM中的性别差距

使用针对爱尔兰所有申请大学的高中生的偏爱排名的独特数据,我们调查以高中结束时的绝对成就为条件,英语和数学在校人数排名内是否会影响大学专业的选择。我们发现,较高的数学等级会增加选择STEM的可能性,并降低选择艺术和社会科学的可能性。同样,英语等级越高,选择艺术和社会科学的可能性也会增加,而选择STEM的可能性就会降低。男孩和女孩的科目排名对STEM的影响要大于女孩,而没有证据表明科目排名对艺术和社会科学的影响存在性别差异。我们还发现,英语和数学等级可以解释STEM作为大学专业的选择中约4%的性别差距,而9%的性别差距不能用绝对成绩来解释。总体而言,女生在学校中英语排名较高而数学排名较低的趋势可以解释混合性别学校与同性学校之间STEM性别差异的大约10%,以及大约25%绝对成就无法解释的差异。值得注意的是,即使我们在高中毕业时控制了一系列绝对成就的衡量指标,这些影响仍然会发生,并且制度设置意味着校内等级在大学录取决定中没有任何作用。在校内女生中英语排名较高而数学排名较低的趋势可以解释混合性别学校与同性学校之间STEM性别差异的大约10%,以及大约25%的差异。绝对成就无法解释。值得注意的是,即使我们在高中毕业时控制了一系列绝对成就的衡量指标,这些影响仍然会发生,并且制度设置意味着校内等级在大学录取决定中没有任何作用。在校内女生中英语排名较高而数学排名较低的趋势可以解释混合性别学校与同性学校之间STEM性别差异的大约10%,以及大约25%的差异。绝对成就无法解释。值得注意的是,即使我们在高中毕业时控制了一系列绝对成就的衡量指标,这些影响仍然会发生,并且制度设置意味着校内等级在大学录取决定中没有任何作用。

更新日期:2021-02-10
down
wechat
bug