De Philippis, Marta (2023) STEM graduates and secondary school curriculum: does early exposure to science matter? Journal of Human Resources, 58 (6). 1914 - 1947. ISSN 0022-166X
Full text not available from this repository.Abstract
This work explores the effect of strengthening the science curriculum in secondary school on STEM university education. By exploiting the staggered implementation of a reform that encouraged secondary schools in England to offer more science courses to 14-year-olds, I find that taking five more hours per week of science classes increases considerably the probability of enrolling in and graduating with a STEM degree. These results mask substantial gender heterogeneity—more exposure to science only increases boys’ likelihood of enrolling in a STEM degree. Treated girls, although induced to choose more challenging degrees, still opt for more female-dominated (mostly non-STEM) ones.
| Item Type: | Article |
|---|---|
| Official URL: | https://jhr.uwpress.org/ |
| Additional Information: | © 2023 by the Board of Regents of the University of Wisconsin System |
| Divisions: | LSE |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2361 Curriculum |
| JEL classification: | I - Health, Education, and Welfare > I2 - Education > I23 - Higher Education Research Institutions J - Labor and Demographic Economics > J2 - Time Allocation, Work Behavior, and Employment Determination and Creation; Human Capital; Retirement > J24 - Human Capital; Skills; Occupational Choice; Labor Productivity H - Public Economics > H5 - National Government Expenditures and Related Policies > H52 - Government Expenditures and Education |
| Date Deposited: | 05 Mar 2024 09:09 |
| Last Modified: | 25 Apr 2024 08:36 |
| URI: | http://eprints.lse.ac.uk/id/eprint/122176 |
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