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Research ArticleArticles

STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter?

Marta De Philippis
Published online before print October 13, 2021, 1219-10624R1; DOI: https://doi.org/10.3368/jhr.1219-10624R1
Marta De Philippis
†Marta De Philippis is a researcher at the Bank of Italy and a research associate at the Centre of Economic Performance, London School of Economics. E-mail address: .
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Abstract

This paper explores the effect of strengthening the science curriculum in secondary school on STEM university education. By exploiting the staggered implementation of a reform that encouraged secondary schools in England to offer more science courses to 14-year-olds, I find that taking five more hours per week of science classes increases considerably the probability of enrolling in and graduating with a STEM degree. These results mask substantial gender heterogeneity: more exposure to science only increases boys' likelihood of enrolling in a STEM degree. Treated girls, although induced to choose more challenging degrees, still opt for more female-dominated (mostly non-STEM) ones.

JEL Codes:
  • I23
  • J24
  • H52
Key Words:
  • STEM
  • high school curriculum
  • field of study
  • gender gap

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter?
Marta De Philippis
Journal of Human Resources Oct 2021, 1219-10624R1; DOI: 10.3368/jhr.1219-10624R1

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STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter?
Marta De Philippis
Journal of Human Resources Oct 2021, 1219-10624R1; DOI: 10.3368/jhr.1219-10624R1
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Keywords

  • I23
  • J24
  • H52
  • STEM
  • high school curriculum
  • field of study
  • gender gap
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