STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter?

Marta De Philippis

Journal of Human Resources, 2023, vol. 58, issue 6, 1914-1947

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.

JEL-codes: H52 I23 J24 (search for similar items in EconPapers)
Date: 2023
Note: DOI: https://doi.org/10.3368/jhr.1219-10624R1
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Citations: View citations in EconPapers (1)

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Related works:
Working Paper: STEM graduates and secondary school curriculum: does early exposure to science matter? (2017)
Working Paper: STEM graduates and secondary school curriculum: does early exposure to science matter? (2016)
Working Paper: STEM graduates and secondary school curriculum: does early exposure to science matter? (2016)
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Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:58:y:2023:i:6:p:1914-1947

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