Working Paper: NBER ID: w31144
Authors: Kristin F. Butcher; Patrick McEwan; Akila Weerapana
Abstract: Many observers argue that diversity in Economics and STEM fields is critical, not simply because of egalitarian goals, but because who is in a field may shape what is studied by it. If increasing the rate of majoring in mathematically-intensive fields among women is a worthy goal, then understanding whether women’s colleges causally affect that choice is important. Among all admitted applicants to Wellesley College, enrollees are 7.2 percentage points (94%) more likely to receive an Economics degree than non-enrollees (a plausible lower bound given negative selection into enrollment on math skills and major preferences). Overall, 3.2 percentage points—or 44% of the difference between enrollees and non-enrollees—is explained by college exposure to female instructors and students, consistent with a wider role for women’s colleges in increasing female participation in Economics.
Keywords: No keywords provided
JEL Codes: I23; J16; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Enrollment at Wellesley College (I29) | Probability of choosing to major in economics (A12) |
| Enrollment at Wellesley College (I29) | Likelihood of completing graduate work in economics (A23) |
| Enrollment at Wellesley College (I29) | Likelihood of receiving recognition in prestigious fellowships (I23) |
| Wellesley-specific effect (C21) | Economics major choice (A12) |
| Gender-related college attributes (I24) | Economics major choice (A12) |
| Non-gender-related attributes (Y90) | Economics major choice (A12) |