The Benefit of Additional High-School Math and Science Classes for Young Men and Women
Bibliographic Data
| ID | 19419084 |
|---|---|
| Authors | Phillip B Levine (0000-0001-7374-3823, Wellesley College), David J Zimmerman (Williams College) |
| Year | 1995 |
| Volume | 13 |
| Issue | 2 |
| Pages | 137-149 |
| Publication date | 1995-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Business and Economic Statistics (JOURNAL) |
| Journal identifiers | ISSN: 0735-0015 • E-ISSN: 1537-2707 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07350015.1995.10524588 |
| OpenAlex | W2156394421 |
| Language | EN |
| Citations received | 22 |
| References cited | 10 |
This article examines the effects of taking more high-school math and science classes on wages, the likelihood of entering a technical job or a job traditional for one's sex, and the likelihood of choosing a technical college major or a major traditional for one's sex. Results from two data sets show that taking more high-school math increases wages and increases the likelihood of entering technical and nontraditional fields for female college graduates. No significant impact from taking more high school math is consistently observed for other workers, and high-school science courses have little effect on these outcomes
Demographic economics · Economics · Mathematics education · Education Systems and Policy · Labor market dynamics and wage inequality · Mathematics · School Choice and Performance
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| Unique citing works | 22 |
|---|---|
| Citations per year | 0,79 |
| Citation span | 1998 - 2025 (28) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 19 |