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Moving beyond the STEM/non-STEM dichotomy: wage benefits to increasing the STEM-intensities of college coursework and occupational requirements.

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Title: Moving beyond the STEM/non-STEM dichotomy: wage benefits to increasing the STEM-intensities of college coursework and occupational requirements.
Authors: Light, Audrey1 light.20@osu.edu, Rama, Apoorva1
Source: Education Economics. Aug2019, Vol. 27 Issue 4, p358-382. 25p. 7 Charts.
Subject Terms: *College graduates, *STEM education, *Course content (Education), *Occupational training, *Educational tests & measurements
Abstract: Using a sample of college graduates from the NLSY97, we introduce a new approach to assessing wage benefits of STEM training, STEM jobs, and the match between the two: rather than classify individuals dichotomously as STEM or non-STEM, we measure the STEM-intensities of both their college coursework and their occupational requirements. While the orthodox approach simply predicts that 'STEM pays,' we find that workers at the top of both gender-specific STEM-intensity distributions are predicted to out-earn their counterparts at the bottom by a substantial margin – even when we condition on their dichotomous STEM classification – but that predicted log-wages do not increase monotonically with STEM-intensity throughout the entire joint distribution. [ABSTRACT FROM AUTHOR]
Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Moving beyond the STEM/non-STEM dichotomy: wage benefits to increasing the STEM-intensities of college coursework and occupational requirements.
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  Data: <searchLink fieldCode="JN" term="%22Education+Economics%22">Education Economics</searchLink>. Aug2019, Vol. 27 Issue 4, p358-382. 25p. 7 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22College+graduates%22">College graduates</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Course+content+%28Education%29%22">Course content (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+training%22">Occupational training</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink>
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  Data: Using a sample of college graduates from the NLSY97, we introduce a new approach to assessing wage benefits of STEM training, STEM jobs, and the match between the two: rather than classify individuals dichotomously as STEM or non-STEM, we measure the STEM-intensities of both their college coursework and their occupational requirements. While the orthodox approach simply predicts that 'STEM pays,' we find that workers at the top of both gender-specific STEM-intensity distributions are predicted to out-earn their counterparts at the bottom by a substantial margin – even when we condition on their dichotomous STEM classification – but that predicted log-wages do not increase monotonically with STEM-intensity throughout the entire joint distribution. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09645292.2019.1616078
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      – Code: eng
        Text: English
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        PageCount: 25
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      – SubjectFull: College graduates
        Type: general
      – SubjectFull: STEM education
        Type: general
      – SubjectFull: Course content (Education)
        Type: general
      – SubjectFull: Occupational training
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
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      – TitleFull: Moving beyond the STEM/non-STEM dichotomy: wage benefits to increasing the STEM-intensities of college coursework and occupational requirements.
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              Text: Aug2019
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