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Malleable Minds: The Effects of STEM- vs. Humanities-Focused Curricula

Author

Listed:
  • Robert Ainsworth
  • Rajeev H. Dehejia
  • Andrei Munteanu
  • Cristian Pop-Eleches
  • Miguel Urquiola

Abstract

We examine the impacts of assignment to STEM vs. humanities-focused curricula in Romania’s high school system. We apply a regression discontinuity design to administrative and survey data to estimate effects on educational pathways, desired careers, and non-cognitive outcomes. An overarching theme of our findings is the malleability of students to what they study. Assignment to STEM increases STEM college enrollment and technology or engineering career intentions by 25 pp. Exploring mechanisms, we find that STEM assignment changes students’ self-perceived academic abilities and their preferences over academic subjects and job tasks. STEM assignment is risky for low-achieving students, reducing their chances of passing a high school exit exam and enrolling in college. A final finding is that STEM makes boys more conservative, while shifting some of girls' views to the left. Our results identify a strategy for promoting STEM higher education and careers, but also highlight potential tradeoffs.

Suggested Citation

  • Robert Ainsworth & Rajeev H. Dehejia & Andrei Munteanu & Cristian Pop-Eleches & Miguel Urquiola, 2025. "Malleable Minds: The Effects of STEM- vs. Humanities-Focused Curricula," NBER Working Papers 34502, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:34502
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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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