Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages
Abstract

Using longitudinal and multi-institutional data, this article takes an innovative approach in its analyses of gender differences in grade point averages (GPA) among undergraduate students in biology, the physical sciences, and engineering over a 16-year period. Assessed are hypotheses about (a) the gender ecology of science/engineering and (b) the structural advantage of the presence of programs for women.


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