“harsher grading policies in STEM courses disproportionately affect women”
Can you think of a suggestion that is more insulting to women?
Campus Reform reports:
Study: to increase female participation, STEM profs should grade less ‘harshly’
A new study argues that the number of women in Science, Technology, Engineering, and Math (STEM) can be increased by simply making grading policies within the fields less harsh.
In a paper titled “Equilibrium Grade Inflation with Implications for Female Interest in STEM Majors,” Naval Postgraduate School professor Thomas Ahn, Duke University economics professor Peter Arcidiacono, Duke University researcher Amy Hopson, and James R. Thomas of the Federal Trade Commission argue that STEM programs at colleges and universities lacking female enrollment can be attributed largely to harsh grading policies in these fields.
The researchers take the position that universities are discouraging students, especially female students, from pursuing STEM majors by allowing differences in grading policies and study time across different fields to exist. They contend that “harsher grading policies in STEM courses disproportionately affect women,” because women are more impacted mentally by receiving poor grades.
The researchers conducted their study by pairing administrative and enrollment data from the University of Kentucky with hundreds of end of course evaluations.
Their research led them to the conclusion that women weigh grades more heavily when choosing which fields to pursue, and that their sensitivities to harsher grading policies and are in large part responsible for the lack of women in STEM fields.
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