Equilibrium Grading Policies With Implications for Female Interest in STEM Courses

Tom Ahn; Peter Arcidiacono; Amy Hopson; James Thomas

doi:10.3982/ecta17876

Econometrica Vol. 92 No. 3 2024

Equilibrium Grading Policies With Implications for Female Interest in STEM Courses

Tom Ahn¹; Peter Arcidiacono^2,3,4; Amy Hopson⁵; James Thomas⁶

¹ Department of Defense Management, Naval Postgraduate School · ² Department of Economics, Duke University · ³ NBER · ⁴ IZA · ⁵ Bureau of Labor Statistics · ⁶ Federal Trade Commission

open access

Abstract

We show that stricter grading policies in STEM courses reduce STEM enrollment, especially for women. We estimate a model of student demand for courses and optimal effort choices given professor grading policies. Grading policies are treated as equilibrium objects that in part depend on student demand for courses. Differences in demand for STEM and non‐STEM courses explain much of why STEM classes give lower grades. Restrictions on grading policies that equalize average grades across classes reduce the STEM gender gap and increase overall enrollment in STEM classes.

DOI: 10.3982/ecta17876
Volume: 92
Issue: 3
Pages: 849-880
Language: en
Sources: bibtex:phds-export.bib openalex crossref

Equilibrium Grading Policies With Implications for Female Interest in STEM Courses

Abstract

Cite