Showing papers by "Marianne Page published in 2010"
TL;DR: In this paper, Carrell et al. discuss the role of the professor gender gap in discrimination in higher education, and present a method to counter the bias of the teacher gender gap.
Abstract: NBER WORKING PAPER SERIESSEX AND SCIENCE:HOW PROFESSOR GENDER PERPETUATES THE GENDER GAPScott E. CarrellMarianne E. PageJames E. WestWorking Paper 14959http://www.nber.org/papers/w14959NATIONAL BUREAU OF ECONOMIC RESEARCH1050 Massachusetts AvenueCambridge, MA 02138May 2009Thanks go to USAFA personnel: J. Putnam, D. Stockburger, R. Schreiner, K. Carson and P. Eglestonfor assistance in obtaining the data, and to Deb West for data entry. Thanks also go to Charlie Brown,Charles Clotfelter, Caroline Hoxby, Deborah Niemeier, Kim Shauman, Catherine Weinberger andseminar participants at NBER Higher Education Working Group, PPIC, SDSU, UC Davis, UC Irvine,and UC Santa Cruz for their helpful comments and suggestions. The views expressed in this articleare those of the authors and do not necessarily reflect the official policy or position of the USAF, DoD,the U.S. Government, or the National Bureau of Economic Research.© 2009 by Scott E. Carrell, Marianne E. Page, and James E. West. All rights reserved. Short sectionsof text, not to exceed two paragraphs, may be quoted without explicit permission provided that fullcredit, including © notice, is given to the source.
359 citations
01 Jan 2010
TL;DR: The signaling model of education is distinguished from the human capital model by its premise that individual workers' innate productivity levels are identified by their years of schooling rather than enhanced by them as discussed by the authors.
Abstract: The signaling model of education is distinguished from the human capital model of education by its premise that individual workers' innate productivity levels are identified by their years of schooling rather than enhanced by them. An implication of the model is that more-educated workers receive higher pay because education provides them with a credential, rather than because of acquired skills. The model is described and empirical studies are summarized. Disentangling the relative importance of human capital theory from signaling theory is difficult because many of the implications of the two models are the same.
18 citations