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Gender Differences in Persistence in a Field of Study: This Isn’t All about Grades

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  • Michael Kaganovich
  • Morgan Taylor
  • Ruli Xiao

Abstract

Weaker retention of women in science, technology, engineering, and mathematics (STEM) is well documented, particularly in response to low grades. We explore mechanisms underlying gender gaps in persistence across the spectrum of fields using an Indiana University dataset. We decompose these gaps into components attributable to student taste for field and the importance attached to grades there. We find that women’s weaker preference for field is predominantly responsible for their weaker persistence. STEM-starting women are less averse to low grades than are men but have weaker taste for STEM, resulting in lower retention. Relaxation of grading standards in STEM will have little effect on women’s inferior retention.

Suggested Citation

  • Michael Kaganovich & Morgan Taylor & Ruli Xiao, 2023. "Gender Differences in Persistence in a Field of Study: This Isn’t All about Grades," Journal of Human Capital, University of Chicago Press, vol. 17(4), pages 503-556.
    • Handle: RePEc:ucp:jhucap:doi:10.1086/726629
    DOI: 10.1086/726629
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    Cited by:

    1. Michael Kaganovich & Itzhak Zilcha, 2025. "Risky College Enrollment, Dropout, and Student Debt Forgiveness," CESifo Working Paper Series 11620, CESifo.
    2. Sarah Lynne Stafford, 2025. "How Is Climate Change Impacting the Educational Choices and Career Plans of Undergraduates?," Sustainability, MDPI, vol. 17(14), pages 1-18, July.

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