Where are the women?: the gender gap in undergraduate economics and finance degree selection

Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
This study uses the academic records of approximately 15,000 students and a series of logistic regressions to examine male and female economics and finance course persistence and economics and finance degree selection via a combination of student, instructor, and structural characteristics. The findings are presented using a three-study format. The first study assesses gender differences in a student’s choice of an economics degree from among a Bachelor of Science, a Bachelor of Arts, or an economics minor. Findings support prior research indicating that students’ grades in economics courses are a significant determinant of both course persistence and degree selection. Women’s choices are correlated with the grades they receive in their economics classes relative to the grades they earn in other departments’ courses, while men’s decisions are affected by both their absolute and relative economics grades. Additionally, women who choose an economics major by the time they complete their second economics course have a higher likelihood than their male counterparts of advancing to a subsequent economics course. Results also indicate that women’s math and verbal abilities are significantly correlated with their choice of economics degree, but that men’s degree selection processes are primarily influenced by their math aptitude. This study suggests that offering multiple types of economics degrees may encourage women with strong language skills to choose an economics major; however, women may never consider an economics degree if they perceive low relative economics grades as a signal that they will not be successful in the major. ☐ The second study assesses male and female students’ economics degree selection based on the student’s initial major at the time of matriculation into the University of Delaware. The results indicate that both male and female students whose initial major selection is economics are significantly more likely to graduate with a degree in economics. In addition, the findings indicate that students of both genders who initially select a non-economics major may be drawn into an economics major or minor. The findings also suggest that students’ absolute and relative grades in their first college economics course, Introduction to Microeconomics, may have a significant effect on their likelihood of graduating with an economics degree. ☐ The third study examines male and female students’ finance course persistence and degree selection. The results suggest that female students who complete Principles of Finance are less likely to take an intermediate finance course and to complete a degree in finance. The results also indicate that students of both genders who matriculate as finance majors have a strong probability of taking additional finance courses and completing a finance degree. In addition, female students’ persistence to an intermediate finance course is significantly correlated with their relative introductory finance course grade. The findings also suggest that the grades a student receives in his or her introductory economics courses may be significant indicators of their finance course persistence and degree completion.
Description
Keywords
Social sciences, Education, Economic education, Economics major, Gender
Citation