A Major in Science? Initial Beliefs and Final Outcomes for College Major and Dropout

Article, Research, Preprint OPEN
Ralph Stinebrickner; Todd R. Stinebrickner;
(2014)
  • Publisher: London (Ontario): The University of Western Ontario, CIBC Centre for Human Capital and Productivity
  • Journal: Review of Economic Studies,volume 81,issue 1,pages426-472
  • Related identifiers: doi: 10.1093/restud/rdt025
  • Subject: College Major | Education | Dropout | Science | Learning | Expectations Data | Education; College Major; Dropout; Science; Learning; Expectations Data
    • jel: jel:I21 | jel:I23 | jel:J0
      ddc: ddc:330
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

Taking advantage of unique longitudinal data, we provide the first characterization of what college students believe at the time of entrance about their final major, relate these beliefs to actual major outcomes, and provide an understanding of why students hold the ini... View more
  • References (3)

    1See Daymont and Andrisani (1984), Grogger and Eide (1995), Hamermesh and Donald (2008), Loury (1997), Loury and Garman (1995), and James, Nabeel, Conaty and To (1989).

    2This desire has received much attention. See, for example, “Why Science Majors Change Their Minds (It's just so darn hard).” NY Times, November 4, 2011.

    3For other work recognizing the importance of learning in determining educational outcomes see, for example, Manski 1989; Altonji 1993; Carneiro, Hansen and Heckman 2003; Cunha, Heckman and Navarro 2005. Note: Numbers in the second column (percent chance) should each be between 0 and 100 and should add up to 100. Note: A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. So numbers in third column (GPA) should be between 0.00 and 4.00.

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