High schools in the South in the early 20th century served as both an important white collar employer of women as well as a means of transmitting human capital to their students. I use a newly constructed dataset of high schools and high school teachers in Tennessee from 1923 รข 1935 to analyze the gender gap between teachers and the impact of high school access on future career choice. I find that a significant gender wage gap exists between male and female high school teachers even after controlling for observables such as school attended, Explanations for the gap can be found in differences in gender of the principal, differences in classes taught, and market power by the school boards over the supply of female labor. Further study of the gender ratio of high school principals suggests that women did not make inroads into higher paying jobs over the course of the 1920s and early 1930s and that the Great Depression may have reduced job opportunities for women. I also find that increased human capital by the high school students tended to lead more of them to work as farmers. Many rural high schools emphasized scientific farming methods suggesting that this result may not be surprising.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-07182016-120224 |
| Date | 22 July 2016 |
| Creators | Moody, Michael Quinn |
| Contributors | William J. Collins, Kathryn Anderson, Robert Dale Ballou, Claudia Rei |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-07182016-120224/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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