Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study
AbstractCross-section data on secondary level student choices provide evidence on factors influencing the decision to study economics. Such evidence makes a key contribution to the broader debates on why student numbers have been falling in economics and why women are reluctant economists. Greater mathematical aptitude and prior knowledge of the subject influence the decision to study economics, and a significant effect is attributable to relative underachievement in economics. There are also significant peer group and teacher effects. Female students are more likely to study economics when there is a critical mass of women studying the subject. There is a positive role model effect of female teachers—although this does not carry over to the decision to continue with economics at the university.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by Taylor and Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 32 (2001)
Issue (Month): 4 (January)
Contact details of provider:
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Holmlund, Helena & Sund, Krister, 2005.
"Is the Gender Gap in School Performance Affected by the Sex of the Teacher?,"
Working Paper Series
5/2005, Swedish Institute for Social Research.
- Holmlund, Helena & Sund, Krister, 2008. "Is the gender gap in school performance affected by the sex of the teacher," Labour Economics, Elsevier, vol. 15(1), pages 37-53, February.
- Fertig, Michael, 2003.
"Educational Production, Endogenous Peer Group Formation and Class Composition - Evidence from the PISA 2000 Study,"
Royal Economic Society Annual Conference 2003
76, Royal Economic Society.
- Fertig, Michael, 2003. "Educational Production, Endogenous Peer Group Formation and Class Composition – Evidence from the PISA 2000 Study," IZA Discussion Papers 714, Institute for the Study of Labor (IZA).
- Michael Fertig, 2002. "Educational Production, Endogenous Peer Group Formation and Class Composition – Evidence From the PISA 2000 Study," RWI Discussion Papers 0002, Rheinisch-Westfälisches Institut für Wirtschaftsforschung.
- Griffith, Amanda L., 2010. "Persistence of women and minorities in STEM field majors: Is it the school that matters?," Economics of Education Review, Elsevier, vol. 29(6), pages 911-922, December.
- Eric P. Bettinger & Bridget Terry Long, 2005. "Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students," American Economic Review, American Economic Association, vol. 95(2), pages 152-157, May.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty).
If references are entirely missing, you can add them using this form.