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Please use this identifier to cite or link to this item: http://arks.princeton.edu/ark:/88435/dsp01sj139194t
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dc.contributor.authorCanes, Brandiceen_US
dc.contributor.authorRosen, Harveyen_US
dc.date.accessioned2011-10-26T01:58:16Z-
dc.date.available2011-10-26T01:58:16Z-
dc.date.issued1993-10-01T00:00:00Zen_US
dc.identifier.citationIndustrial and Labor Relations Review, Vol. 48, No. 3, April 1995en_US
dc.identifier.urihttp://arks.princeton.edu/ark:/88435/dsp01sj139194t-
dc.description.abstractIt is frequently asserted that a college's female undergraduate enrollment in the sciences and engineering can be increased by raising female representation on the faculties in these areas. Despite the widespread acceptance of this proposition, it does not appear to have been subjected to any kind of serious statistical analysis. In this paper, we assemble panel data from three rather different educational institutions, and use them to examine the relationship between the gender composition of the students in an academic department and the gender composition of its faculty at the time the students were choosing their majors. We find no evidence for the conventional view that an increase in the share of females on a department's faculty leads to an increase in its share of female majors.en_US
dc.relation.ispartofseriesWorking Papers (Princeton University. Industrial Relations Section) ; 321en_US
dc.relation.urihttp://links.jstor.org/sici?sici=0019-7939%28199504%2948%3A3%3C486%3AFIHFFG%3E2.0.CO%3B2-8en_US
dc.subjecteducationen_US
dc.subjectrole modelen_US
dc.titleFollowing in Her Footsteps? Women's College Majors and Faculty Gender Composition*en_US
dc.typeWorking Paperen_US
pu.projectgrantnumber360-2050en_US
Appears in Collections:IRS Working Papers

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