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Sorry to tell you this, but smart girls don’t always get ahead. According to a new study, while it is true doing well in high school will most likely lead you to make more money later in life, gender plays a big role in your potential pay grade.

Researchers at the University of Miami and Nova Southeastern University, found that a woman with a 4.0 high-school GPA still makes less, on average, than a man with a 2.5 GPA. The news is even worse for minority students. The study found  “that minorities tend to benefit less dollar-wise from getting good grades than their white counterparts, even though African-American and Latino high-school students with high GPAs are more likely to continue their schooling than white students with good grades,” reports The Huffington Post.

There is some positive news: Women do get better percentage pay increases than men as their grades improve. According to the study,  for men, a one-point boost in GPA resulted in an 11.85-percent jump in annual earnings, compared to a 13.77 percent annual earnings increase for women.

The research only highlights the wage gap between women and their male counterparts, even when they have similar backgrounds and  qualifications. And this inequality starts right as women enter the workforce. Another study, this one by the Economic Policy Institute,  found that both high-school and college-educated young women earn less than men with the same degrees.

And as women get further into their careers, the gap widens, partly due to women taking time off to have and raise children. Add to this, the conscious and unconscious discrimination women must deal with while climbing the corporate ladder.

Women also tend to venture into lower-paying fields like education and health care.

“Other research shows that minority job-seekers face widespread discrimination when applying for jobs. Indeed, the black unemployment rate has been almost twice as high as the white jobless rate for the past 60 years,” reports HuffPo.

The study, which will be published in the upcoming issue of the Eastern Economic Journal, was based on high-school transcript data and interviews of more than 10,000 students.

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