In Short:

Differences in demand for STEM and non-STEM courses explain much of why STEM classes give lower grades. Restrictions on grading policies that equalize average grades across classes reduce the STEM gender gap and increase overall enrollment in STEM classes.

Abstract

We show that stricter grading policies in STEM courses reduce STEM enrollment, especially for women. We estimate a model of student demand for courses and optimal effort choices given professor grading policies. Grading policies are treated as equilibrium objects that in part depend on student demand for courses. Differences in demand for STEM and non-STEM courses explain much of why STEM classes give lower grades. Restrictions on grading policies that equalize average grades across classes reduce the STEM gender gap and increase overall enrollment in STEM classes.

About the author

Peter Arcidiacono

Vice Dean for Faculty Affairs & Education and Professor, School of Government and Policy

Peter Arcidiacono is a labor economist best known for his work in three areas: college major choice, affirmative action in higher education, and structural estimation of dynamic discrete choice models.