Why Are Men Falling Behind? Gender Gaps in College Performance and Persistence

Dylan Conger · Mark C. Long

232 citations0/0 files storedThe Annals of the American Academy of Political and Social Science

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Higher Education Research Studies Career Development and Diversity Educational Outcomes and Influences

Abstract

This article examines the male disadvantage in grade point average, credits earned, and persistence in college. Using data on enrollees in Florida and Texas four-year colleges to decompose gender differentials in the first semester, changes in the differentials between semesters, and persistence through college, we find that males earn lower GPAs and credits in their first semester of college largely because they arrive with lower high school grades. After the first semester, males fall further behind their female counterparts in grades and credits. Females’ better high school grades explain some of the widened gender disparity in performance but differences in college course-taking and majors also explain gender gaps in credits, grades, persistence, and graduation.

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References

1982In A Different Voice: Psychological Theory And Women's Development 2014Digest of Education Statistics 2007Do Women Shy Away From Competition? Do Men Compete Too Much?1980The Economics of Education 1999The shape of the river: long-term consequences of considering race in college and university admissions 1998The Shape of the River 2004Inequality in America: what role for human capital policies?1995Labor-Market Returns to Two- and Four-Year College

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