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Since December 1st till March 31 you can apply to our programs:
Master in Economic Research and PhD in Economics

Entry requirements are:
- BA / MA degree or equivalent
- Proficiency in spoken and written English
- Solid background in mathematics
- Previous education in economics is recommended

Your online application must content following documents:
- Curriculum vitae
- Statement of motivation
- Copies of your diplomas and transcripts
- Proof of English proficiency level
- Contact details for two (or max. three) referees (optional for MA applicants)

For more information please see sections: How to apply to MER or How to apply to PhD
In case of any question, please do not hesitate to contact us at This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it.
or see the FAQ sections for Master´s or Phd program.

Prof. Scott A. Imberman

Michigan State University, United States

Join online
Meeting number: 2740 088 7192
Meeting password: 649184

Authors: Scott A. Imberman, Michael F. Lovenheim, Patrick Massey, Kevin Stange, Rodney J. Andrews

Abstract: Gender and racial/ethnic gaps in labor market earnings remain large, even among workers with similar educational attainment. Differences by gender and race in the distribution of college majors and in their returns are potentially important contributors to these gaps. In this paper, we use administrative data from the universe of Texas public high school graduates followed through college and up to 20 years in the labor market to assess gender and racial differences in college major choices and the consequences of these choices. While there are sizable cross-group differences in college major choices, with women, Black, and Hispanic students being underrepresented in high-earnings fields such as business & economics, IT, and engineering, we show that these groups also experience much lower returns to these majors (relative to own-group earnings in liberal arts). Differences in major-specific returns are more important than differences in the distribution of college majors for explaining earnings gaps, explaining 20%, 57%, and 51% of the gender, White-Black, and White-Hispanic earnings differences among four-year college students, respectively. The work shines light on the role that college major choice – and returns by gender and race – contributes to inequality.