Women's Colleges and Economics Major Choice: Evidence from Wellesley College Applicants

• Published in: Feminist economics Vol. 30; no. 2; pp. 123 - 161
• Main Authors: Butcher, Kristin F., McEwan, Patrick J., Weerapana, Akila
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.04.2024; Taylor & Francis LLC
• Subjects: Applicants; College faculty; College students; Colleges & universities; Egalitarianism; Female roles; major choice; Mathematics skills; Women; Women economists; women's colleges
• ISSN: 1354-5701; 1466-4372
• DOI: 10.1080/13545701.2024.2334886

Many observers argue that diversity in Economics and STEM fields is critical, not simply because of egalitarian goals, but because who is in a field may shape what is studied by it. If increasing the rate of majoring in mathematically intensive fields among women is a worthy goal, then understanding whether women's colleges causally affect that choice is important. Among all admitted applicants to Wellesley College, enrollees are 7.2 percentage points (94 percent) more likely to receive an Economics degree than non-enrollees (a plausible lower bound given negative selection into enrollment on math skills and major preferences). Overall, 3.2 percentage points - or 44 percent of the difference between enrollees and non-enrollees - is explained by college exposure to women instructors and students, consistent with a wider role for women's colleges in increasing women's participation in Economics. HIGHLIGHTS In US colleges, men are more than twice as likely as women to major in Economics. Enrollees are twice as likely as non-enrollees to major in Economics. The difference is a plausible lower bound given patterns of selection on observed variables. Over 40 percent of the difference is explained by the gender of students and faculty.