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Occupational Segregation, Teachers' Wages, and American Economic Growth

  • Susan B. Carter (a1)
Abstract

National, state, and individual-level data are used to explore the implications of the crowding of educated women into the teaching profession in nineteenth-century America. It is found that the more young women attended school, the lower were teacher wages and the price of educational services. Through this mechanism young women paid for their own education and, by lowering the price of educational services, helped America develop the best-educated population in the world by the century's end.

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Sarah H. Gordon , “Smith College Students: The First Ten Classes, 1879–1888”, History of Education Quarterly, 15 (Summer1975).

Robert A. Margo , “Race Differences in Public School Expenditures”, Social Science History, 6 (Winter1982), pp. 934.

Anthony C. La Bue , “Teacher Certification in the U.S.: A Brief History”, The Journal of Teacher Education, 11 (061960), pp. 147–72.

Richard M. Bernard and Maris A. Vinovskis , “The Female School Teacher in Ante-Bellum Massachusetts”, Journal of Social History, 10 (031977), p. 334.

Alexander James Field , “Educational Expansion in Mid-Nineteenth Century Massachusetts: Human-Capital Formation or Structural Reinforcement?Harvard Educational Review, 46 (111976), pp. 521–52.

Michael Katz , “Who Went to School?History of Education Quarterly, 12 (Fall1972), pp. 432–54

David L. Angus and Jeffrey E. Mirel , “From Spellers to Spindles: Work-force Entry by the Children of Textile Workers, 1888–1890”, Social Science History, 9 (Spring1985), pp. 123–44.

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The Journal of Economic History
  • ISSN: 0022-0507
  • EISSN: 1471-6372
  • URL: /core/journals/journal-of-economic-history
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