This could be due to many factors, including different types of jobs for males and females. Females are greatly underrepresented in science and engineering fields, which are typically correlated with high lifetime earnings. Males and females also have vastly different labor market histories based on type of job and time spent in each job. Possible causes Teacher interactions How a student interacts with and is evaluated by his or her teachers is closely correlated with that student's future academic achievement. According to researcher Thomas Good, there are two competing views of how teachers can indirectly impact the achievement of their students. The first is that teachers are more likely to give special attention and extra assistance to students who appear to be struggling in their class. In reading and writing classes, male students are often behind female students in terms of achievement. Therefore, male students are more likely to get more teacher attention, and this extra interaction could give males an advantage in terms of future achievement. The second view is that teachers demand more and show more respect toward students who they view to be high achievers, which creates a cycle in which only students who are perceived to be intelligent receive extra help and teacher attention. Teacher evaluations How teachers perceive students' knowledge and abilities varies by gender and influences classroom processes and student achievement in both reading and math. Teachers usually have higher expectations for students they view as higher achievers and treat these students with more respect. A study by Tach and Farkas has also found that when students are split into reading groups based on their abilities, the students in the higher-ability reading groups are more likely to demonstrate positive learning behaviors and higher achievement. Teachers are more likely to favor girls when evaluating what types of readers students seem to be. Because studies have shown that teacher perceptions of students can determine how much individualized attention a student receives and can serve as an indicator of future academic progress, if teachers underestimate males' reading abilities and use ability grouping in their classrooms, male students might be put at a disadvantage and have their learning in reading classes be negatively affected. The opposite trend has been found in math classes. Teachers still tend to view math as a "masculine" subject and tend to have higher expectations for and better attitude towards their male students in