Gender, risk aversion, and the "COVID" grading option in a principles of economics course

As the COVID-19 pandemic swept across the United States, colleges and universities faced the challenge of completing the academic term. Many institutions offered students the option of a 'credit/no credit' grading system, which wouldn't affect their GPA. In this study, we examine whic...

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Bibliographic Details
Published in:Applied economics letters 2024-11, Vol.31 (20), p.2219-2222
Main Authors: Trost, Steve, Wooten, Jadrian
Format: Article
Language:English
Subjects:
confidence
COVID-19
Credit
Economic analysis
Gender
Pandemics
Risk
Students
teaching economics
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Summary:As the COVID-19 pandemic swept across the United States, colleges and universities faced the challenge of completing the academic term. Many institutions offered students the option of a 'credit/no credit' grading system, which wouldn't affect their GPA. In this study, we examine which student characteristics are correlated with the decision to choose this grading option over a traditional letter grade. Our findings show that female students, particularly those with lower course grades, were more likely to opt for the 'credit/no credit' option than male students. This aligns with previous research indicating that female students tend to be more risk-averse, particularly in economics courses.
ISSN:1350-4851
1466-4291
DOI:10.1080/13504851.2023.2212960