Statistics Course-Taking Correlates With Higher Earning Potential, Yet Disparities Still Persist

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Abstract

The current study explores the relationship between statistics course-taking in college and salaries among employed graduates ten years later. Using a nationally representative sample, our results indicate that graduates who earned any statistics credits earned approximately $11,533 more than those who did not. Further, each additional statistical credit earned was associated with an estimated salary increase of $2,780. These findings remained statistically significant even after controlling for race, gender, college major, occupation, and previous socioeconomic status. However, disparities persisted across race and gender, with Black/African-American, Hispanic/Latino, female-identifying, and non-binary/other gender-identifying graduates predicted to earn less. These findings suggest that although statistical skills may enhance career prospects, further work is needed to bridge these gaps and foster wage equity.

Authors

• Emily Rostkowski, University of Connecticut

• Nellie Ann Rushton, Stanford University

• Stacy Shaw, Worcester Polytechnic Institute