Grades, gender, and encouragement: A regression discontinuity analysis
AbstractThis study employs a regression discontinuity design in order to provide direct evidence on the effects of grades earned in economics principles classes on the decision to major in economics and finds a differential effect for male and female students. Specifically, for female students, receiving an “A” for a final grade in the first economics class is associated with a meaningful increase in the probability of majoring in economics, even after controlling for the numerical grade earned in the class. This suggests that, for female students, the feedback that is embedded in the course letter grade has an encouragement effect on their decision to study economics further. It finds no evidence of a similar effect for male students.
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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 11586.
Date of creation: Oct 2008
Date of revision:
economics majors; grades; gender; regression discontinuity;
Other versions of this item:
- Ann L. Owen, 2010. "Grades, Gender, and Encouragement: A Regression Discontinuity Analysis," Journal of Economic Education, Taylor and Francis Journals, vol. 41(3), pages 217-234, June.
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
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