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Bryson M. Rintala

Bio: Bryson M. Rintala is an academic researcher from University of Colorado Denver. The author has contributed to research in topics: Graduation & Human capital. The author has an hindex of 3, co-authored 4 publications receiving 22 citations.

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TL;DR: In this article, the authors explored a potential determinant of the STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students and examined the effects of being assigned female math and science professors on occupation choice and postgraduate education.
Abstract: Although women earn approximately 50 percent of science, technology, engineering and math (STEM) bachelor’s degrees, more than 70 percent of scientists and engineers are men. We explore a potential determinant of this STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students. Specifically, we examine the effects of being assigned female math and science professors on occupation choice and postgraduate education. We find that, among high-ability female students, being assigned a female professor leads to substantial increases in the probability of working in a STEM occupation and the probability of receiving a STEM master’s degree. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

8 citations

ReportDOI
TL;DR: Although women earn approximately 50% of science, technology, engineering, and math (STEM) bachelor's degrees, more than 70% of scientists and engineers are men as discussed by the authors, and the authors explore a potential det...
Abstract: Although women earn approximately 50% of science, technology, engineering, and math (STEM) bachelor’s degrees, more than 70% of scientists and engineers are men. The authors explore a potential det...

7 citations

Journal ArticleDOI
TL;DR: The authors found that exposure to casualties at a young age (17-18) increases the probability of dropping out from high school, and decreases the probability attaining a college degree, and that increasing access to higher education and skill training positively impacts the human capital investments of marginal students.
Abstract: Military service is an important vehicle through which young Americans invest in their human capital. Using internal military data, we show that county-level exposure to U.S. combat casualties during the Iraq and Afghanistan wars decreased the supply of new soldiers in that county, and changed the observable characteristics of soldiers who enlisted in that county. Using data from the American Community Survey, we find that exposure to casualties at a young age (17-18) increases the probability of dropping out from high school, and decreases the probability of attaining a college degree. The results suggest that increasing access to higher education and skill training positively impacts the human capital investments of marginal students.

3 citations


Cited by
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Journal ArticleDOI
TL;DR: The authors provide a toolkit of interventions that could be implemented by individuals, organizations, or academic units who are working to attract and retain women students and faculty at each stage of the academic tenure track.
Abstract: While women comprise over half of all undergraduate students in the United States, they account for less than one-third of economics majors. From there, the proportion of women at each stage of the academic tenure track continues to decrease, creating a 'leaky pipeline'. In this paper, I provide a toolkit of interventions that could be implemented by individuals, organizations, or academic units who are working to attract and retain women students and faculty at each stage of this pipeline. I focus on smaller-scale, targeted interventions that have been evaluated in a way that allows for the credible estimation of causal effects.

69 citations

Journal ArticleDOI
Xuan Jiang1
TL;DR: The authors studied the determinants of the gender gap in college major choice and job choice between STEM and non-STEM fields and quantifies how much the gender wage gap can be explained by these choices using an extended Roy Model.

24 citations

Journal ArticleDOI
TL;DR: The authors found that having a female rather than a male science advisor substantially increased the likelihood that women enroll and graduate with a STEM degree, while a non-science advisor's gender has no impact on students' major choice.
Abstract: To reduce the gender gap in science fields, policymakers often propose providing women with mentoring by female scientists. However, there is no clear evidence on whether one-on-one mentor gender influences women’s STEM participation. We exploit a unique setting where students are randomly assigned to academic advisors—who are also faculty members—in their freshman year of college. Advisors help students select courses and decide on a major. We find that having a female rather than a male science advisor substantially increases the likelihood that women enroll and graduate with STEM degrees. A non-science advisor’s gender has no impact on students’ major choice. JEL Classification: I23, I24, J16

18 citations

Journal ArticleDOI
TL;DR: This paper examined how receiving college credit in high school alters students' subsequent human capital investment using data from one large state, using Advanced Placement (AP) exams to examine how students receive college credit.
Abstract: This paper uses Advanced Placement (AP) exams to examine how receiving college credit in high school alters students’ subsequent human capital investment. Using data from one large state, I link hi...

12 citations