Abstract
This paper examines the dramatic gender imbalance in college education majors. Using data from the Education Longitudinal Study of 2002, a model of major choice is estimated. In addition to variables commonly included in previous studies of college major choice, this analysis includes “values” variables capturing the degree of importance students place on making money, helping people, and having children, to better understand gender difference in choosing an education major. The findings suggest that valuing money affects major choices similarly for both genders, but there is significant gender difference in major choice among students for whom highly value having children.
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