PT  - JOURNAL ARTICLE
AU  - Marta De Philippis
TI  - STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter?
AID  - 10.3368/jhr.1219-10624R1
DP  - 2021 Oct 13
TA  - Journal of Human Resources
PG  - 1219-10624R1
4099  - http://jhr.uwpress.org/content/early/2021/10/07/jhr.1219-10624R1.short
4100  - http://jhr.uwpress.org/content/early/2021/10/07/jhr.1219-10624R1.full
AB  - 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.