Math or Science? Using Longitudinal Expectations Data to Examine the Process of Choosing a College Major. NBER Working Paper No. 16869.

By Todd R. Stinebrickner, Ralph Stinebrickner. 2011

107 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bf087dad5e035ea68568e88ec41398ee91be7ced

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Esteban M. Aucejo
2. Janet N. Ahn
3. Xiaodong Lin-Siegler
4. P. Arcidiacono
5. Xianglei Chen
6. basit. zafar
7. K. Spenner
8. Michael P. Keane

In Sociology and Political Science

1. Xiaodong Lin-Siegler
2. P. Arcidiacono
3. Xianglei Chen
4. basit. zafar
5. Janet N. Ahn

Citations in the corpus

• Determinants of College Major Choice: Identification Using an Information Experiment (2015, unknown): “While our experimental variation generates a panel that may look similar to other datasets with longitudinal information on beliefs (see Stinebrickner and Stinebrickner, 2010, 2011; Zafar, 2011a, in the context of college major choice), there is an important distinction: Beliefs in our survey are…”
• Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, background): “…requires exceptional ability (H. Hong & Lin-Siegler, 2012; Safdar, 2013; Shumow & Schmidt, 2014; R. Stinebrickner & Stinebrickner, 2008; T. R. Stinebrickner & Stinebrickner, 2011, 2013), and (b) the inevitable repeated failures involved while designing scientific experiments (Shumow &…”
• STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. (2013, background): “2007); limited exposure to STEM coursework in the first 2 years (Bettinger 2010); and poor performance in STEM courses, especially relative to performance in non-STEM courses (Ost 2010; Rask 2010; Seymour and Hewitt 1997; Stinebrickner and Stinebrickner 2011).”
• College Major Choice and the Gender Gap (2013, background): “These are included since effort is an important input in the (education) production function (Stinebrickner and Stinebrickner 2008b), and because there is a tradeoff between leisure and effort.”
• Affirmative Action and the Quality-Fit Tradeoff (2016, unknown): “…in science, technology, engineering, and math (STEM), as well as in economics, have very different grading distributions (Sabot and Wakeman-Linn 1991; Johnson 2003) and are associated with more study time than other majors (Brint, Cantwell, and Saxena 2012; Stinebrickner and Stinebrickner 2011).”
• What happens after enrollment? An analysis of the time path of racial differences in GPA and major choice (2012, background): “Similarly, Stinebrickner and Stinebrickner (2011a) show that students learning about academic matters plays a particularly prominent role in educational decisions.”