Gender Imbalance in College Applications: Does It Lead to a Preference for Men in the Admissions Process?

Autor/inn/en	Baum, S.; Goodstein, E.
Titel	Gender Imbalance in College Applications: Does It Lead to a Preference for Men in the Admissions Process?
Quelle	In: Economics of Education Review, 24 (2005) 6, S.665-675 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2004.09.008
Schlagwörter	Probability; College Applicants; Academic Records; Males; Liberal Arts; College Admission + Suchen Sie Ihr Suchwort? Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; College applications; Studienbewerber; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Male; Männliches Geschlecht; Hochschulzugang; Hochschulzulassung; Zulassung
Abstract	Using data from 13 liberal arts colleges, we test for a preference for men in the college admissions process. We find that gender does matter, but in a complex way. Men do appear to be given preference as college applicant pools become more female. Consistent with this pattern, we find clear evidence of a preference for men in historically female colleges-which have the highest percent female applicant pools. Being a male applicant raises the probability of acceptance at these schools by between 6.5 and 9 percentage points. We find no significant male preference in historically co-educational or historically male colleges despite the fact that their applicant pools are more than 50% female. We also find that the bottom quartile of both the applicant and acceptance pools, as measured by high school academic record, is disproportionately male. As a result, even with a gender-blind admissions policy, the lower tail of college classrooms is likely to be dominated by men. (Author).
Anmerkungen	Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10