Let's not act as though those are in any ways similar. Elementary school teaching does require less academic rigor than a university professor. Same applies to RNs vs an anesthesiologist.

I do not mean to belittle those career choices (if anything, I myself want to become a k12 school teacher at some point in life). But, there are a certain set of traits that are needed to excel at the 'prestigious' careers. Disposition towards hard work beyond the standard 9-5, an acumen for logical reasoning, ability to retain large quantities of information are all more rare than social skills and empathy, which take precedence in elementary teaching or nursing.

Our culture idolizes the hard working, career oriented person, that sacrifice other things in life to singularly chase this money and fame driven idea of success. This is irrespective of how physically/mentally healthy it is, or if it positively correlates to long term happiness.

IMO, it leads to an obsession to prove that men and women being equal, would have equal outcomes on this narrow benchmark for success. It both neglects the fact that that social norms haven't changed as much and that equal outcome is meaningless without context.

p.s: nice to see someone use 'beg the question' in the correct context.

> Elementary school teaching does require less academic rigor than a university professor.

But you replace that with a need for a lot more knowledge of teaching and child psychology, so I'd say doing a good job is significantly harder even in the sense of requiring a lot of education.

> a lot more knowledge of teaching and child psychology

Do they really though? In my experience, school teachers don't really have either and both are either learned on the job or academically taught when pursuing the major. Being a great teacher is tough, but very few teachers are actually great.

Being a university professor is IMO, among the hardest positions to get. In my experience, the smartest people I know are university professors.

If anything, many university professors are grossly underpaid (for what they offer) in exchange for job security and complete freedom to pursue what they love.

Well there's a reason I said 'need' not 'reliably get'.

Also the original quote was university teaching. The whole professorship and tenure thing is a separate giant ball of complication, and you're right that all that non-teaching stuff is extremely difficult.

There is a relative recent (<10 years) government study in Sweden that looked at gender segregation of the teaching profession, and one suggestion they made to make the profession more gender equal and bring more men into the profession was to focus the program to include more academic studies.

> so I'd say doing a good job is significantly harder

Maybe, but this highlights another problem in "soft" careers (social, marketing, teaching etc). It's very hard to objectively qualify candidates. In programming, it's easy: you can program, or not. If you can, the question is likely how fast can you learn new things, and how complex programs you can design & write. Good lawyers win cases. Good traders make money. And so on... How do you compare teachers, marketers (except bullshit "increased engagement by 1600%" claims on their CVs), etc?

In case anyone isn't aware of the obvious answer it is at least partially because of supply and demand.

More people are considered qualified as elementary school teachers than those qualified for university teaching. Same with nurses and doctors.

Is this really a question? It takes more dedicated study to become an anesthesiologist than an elementary school teacher.

Does it? Both require professional degrees and a practical internship.

I know of no jurisdiction where becoming an elementary school teacher requires a professional degree or practical internship.

Amount of training required.

I'd be fine with a random anesthesiologist teaching my grade schooler, but I'd hesitate to have a random elementary school teacher giving him anesthesia.

Elementary school teaching: a teaching certificate.

University professor: PhD, pre-tenure work & published research (Note that there are less-qualified people teaching in universities that are compensated much less.)

Nurse practitioner: Master's degree (undergraduate plus 2 years)

Anesthesiologist: Undergraduate + medical degree (4 years) + residency (4 years) + possible specialty training.

How do software developers fare under that regime? I make 3x more as a software developer than my teacher friends that have had far more schooling (masters degrees in many cases, plus continuing education requirements). I don't know where you live, but in my state (Michigan) teachers have rigorous certification requirements.

And I definitely would NOT expect someone without training to be an effective teacher. I'm in awe of what my kids' teachers are able to do. Classroom management is a skill that is incredibly difficult to master.

Successful software engineers have a lot of knowledge & skill that is often acquired informally, so it may not be reflected in university history. Because of the demand for developers and the apparent difficulty of acquiring the skills, they are well-compensated.

If a person has a bachelor's degree, they can get a Michigan interim teaching certificate by passing a test. https://www.teachercertificationdegrees.com/certification/mi... Permanent certification then requires 12 hours (1 semester full-time) of courses, or working toward a masters degree would probably give an immediate and permanent bump in pay.

Imagine a random liberal arts graduate: Would it be easier to go into elementary teaching in Michigan or software development?

I see a lot of parallels between this alternative certification route and a bootcamp: yes, the route is shorter, but you're at a huge disadvantage when applying for entry-level positions.

The teachers I know personally obtained traditional four-plus-year bachelors degrees before applying for jobs. In most cases, they had to do a year or more of subbing before finding a permanent position.

(edit to add: education degrees are very hard to get done in four years, especially with the aiding, student teaching, etc.)

I think how far you are removed from the direct financial impact of your job plays a major role in it.

It is harder to measure a cost on society inflicted by poorly educated students than it is to measure the cost of buggy, failing commercial software. Also, students who were academic failures are not necessarily guaranteed to fail in life, since there are ways to succeed in life other than by being good at school subjects, whereas an incorrect software program can never succeed.

The same holds true even inside the same field. It depends whether you are near a cash cow or a cost center. Working on infrastructure, building tooling for other developers is not likely to be rewarded as well as writing code that could cost your company millions if there is a bug.

There are also differences in specialization. An average game dev is probably going to make less than an average mobile dev, who in turn is going to make less than what a random quant makes.

Intellectual capacity- programming requires a certain ability towards abstract thinking and logic that a minority of the population is comfortable with.

I actually believe a greater percentage of the population, by far, is CAPABLE of this, but very few choose a path that gives them a self idealization that they believe they can or want to be a computer expert of any sort.

I'd argue that the skill-set to be an effective teacher is also not prevalent in the general population. This includes not only intellectual capacity (effective pedagogy is hardly a cakewalk) but also the emotional intelligence required to manage a classroom.

I think it gets back to self-image. Many many women can 'see' themselves as a teacher. Relatively few imagine themselves in a career in tech.

This is very much a cultural issue- the messages women receive from their media sources rarely contain reinforcement towards technical excellence.

This is a frustration for technically oriented men, I believe, because we aren't directly the source of this disparity- I think the vast majority of STEMish career men would welcome more women into the fold as true peers, but are somewhat aggravated by messages that we are somehow directly responsible for large cultural forces we have little/no power over.

Its been positive to see more girls get into sports as that message has permeated into the culture. Hopeful an equivalent message about women and STEM will percolate into the larger collective id.

Amount of training is not the reason. It's supply and demand. Training requirements reduce supply, but that's only part of it.

Not many people can play bagpipes, so supply is low. But not many people will pay to hear bagpipes, so demand is low, too. Bagpiping doesn't pay well.

Nearly everyone needs food cooked, so demand is high. But nearly everyone can cook, so supply is high, too. Cooking doesn't pay well.

Not many people can do surgery, so supply is low. Many people need surgery, so demand is high. Surgery pays well.

Supply and demand explains why surgeons make more than teachers, why basketball stars make more than nurses, and why programmers make more than janitors. It isn't about how hard something is or how noble it is. It's just supply and demand.

I agree that training requirements affect salary primarily by limiting supply. But I think the description of supply and demand above is inaccurate because of the many distortions in these markets, including teachers unions, monopsony providers/employers in public education, insurance company contracts, lack of price information, etc.

These market distortions affect the prices and thus the salaries in various ways. Teacher shortages show that the wage is not sensitive to the supply and demand for teachers. Do people shop around for price on needed surgeries? Do they even know the price before receiving the surgery? Do they even pay the price of the surgery? (usually paying some subsidized part of a contractually limited price).

Basketball stars show another market distortion, particularly in college basketball. The player salary is not governed by supply and demand, but by the cartel of college sports (though colleges do compete on non-salary benefits they provide...)

You could assert that these factors just inflate or reduce the supply or the demand, but it's not simply "lots of people want but few provide therefore it pays well".

> Elementary school teaching: a teaching certificate and a Master's degree

FTFY

Does any state require a Masters for elementary ed?

Generally only specialized teaching areas require a master's degree.

A Bachelors and a teacher training program w/ possible test is generally sufficient - and you can usually begin teaching with an interim/provisional certificate, and work on the certification as you go.

https://www.teacher.org/how-to-become/ https://www.alleducationschools.com/teacher-certification/

Supply and demand. Easier to become an elementary teacher, more qualified elementary teachers available compared to the need

I'm not sure if that's a good thing. the bar for elementary teachers might just be too low

>It's only "apples to oranges" if you're willing to beg the entire question. Why is elementary teaching less highly paid than university teaching? Why is nurse practitioning less highly paid than anaesthesiologizing?

Because of education level?

A university professor has a PHD. An elementary teacher has a bachelors degree.

If you think a PHD and a bachelors degree should be paid the same. That's perfectly fine, that's called communism. It's perfectly fine to be a communist.

This isn't quite right. People are paid such that the amount is enough to attract needed workers and less than the value those workers provide. Education isn't a critical factor except that it enables people to be more productive and therefore more desirable to employers.

As an example: a middle school dropout who self learned machine learning, became a master, published papers, worked at a successful startup etc, will likely be better paid than your average History PhD.