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  5. Women in the Economics Profession with Lessons from Other STEM Fields
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Women in the Economics Profession with Lessons from Other STEM Fields

Paper Session

Tuesday, Jan. 5, 2021 3:45 PM - 5:45 PM (EST)

Hosted By: American Economic Association & Committee on the Status of Women in the Economics Profession
  • Chair: Shelly Lundberg, University of California-Santa Barbara

Who Belongs? How Much is Belonging Worth? The Determinants and Effects of Selective Membership in the Economics Profession

Marieke Kleemans
,
University of Illinois-Urbana-Champaign
Rebecca Thornton
,
University of Illinois-Urbana-Champaign

Abstract

A growing literature has documented, and provided evidence of mechanisms contributing to, the gender gap in Economics. We add to this literature by examining the determinants of membership into selective professional organizations, how this varies by gender, and examine how these organizations contribute to productivity in publishing and promotion. We will use data on memberships over time from NBER, CEPR, IZA, and BREAD that involve a nomination and review process. We will combine this with data from CVs from all economists working at one of the 131 R1 universities in the US and data on quantity and quality of publications, and number of citations. First, we will examine what predicts membership into professional organizations, the timing of membership, and compare those determinants across gender and over time. In particular, we will study the probability of being a member as a function of various parameters, including the number of publications, journal rankings, and number of citations. Using network data on advisor-advisee links, co-authors, and PhD granting institutions, we will examine the importance of various network components, such as whether the advisor is a member or director of a selective organization. Second, we will examine how membership affects professional promotion and productivity, including number of journal publications and number of citations. We show this using an event study analysis to identify how citations and productivity change after inclusion into the organization. Understanding the dynamics of selective professional organizations through these analyses will help design interventions that can target women in Economics at all levels, for retention and promotion.

The Impact of Advisor Gender on Female Students’ STEM Enrollment and Persistence

Serena P. Canaan
,
American University-Beirut
Pierre Mouganie
,
American University-Beirut

Abstract

To reduce the gender gap in science fields, policymakers often propose providing women with mentoring by female scientists. However, there is no clear evidence on whether one-on-one mentor gender influences women’s STEM participation. We exploit a unique setting where students are randomly assigned to academic advisors—who are also faculty members—in their freshman year of college. Advisors help students se- lect courses and decide on a major. We find that having a female rather than a male science advisor substantially increases the likelihood that women enroll and graduate with STEM degrees. A non-science advisor’s gender has no impact on students’ major choice.

Can Women Teach Math (and be promoted)? A Meta-Analysis of Gender Difference Across Student Teaching Evaluations

Cassondra Batz-Barbarich
,
Lake Forest College
Amanda Felkey
,
Lake Forest College

Abstract

While bias affects academic promotions in several ways, this meta-analysis examines bias within one of the most common performance evaluation instruments: student teaching evaluations (STEs). When analyzing potential bias in STEs, it is important to account for the intersectionality of gender and the context of discipline as gender expectations, experiences and student preconceptions vary by field.

The lack of gender balance in Economics and Finance fields for both students and faculty, coupled with stereotypes that women cannot do math, leads students to question female faculty expertise. This results in women’s credibility and authority in the classroom being challenged. Collectively, social expectations lead women in quantitative fields to have different career experiences and outcomes than men and women in other fields – including differences in their STEs.

Despite this theoretical foundation and decades of research citing biases of STEs, no study summarizes the magnitude of these biases or explores their nuances. Our systematic review and meta-analysis fills this void. By exploring this question meta-analytically, we engage in a more objective evaluation of existing evidence by combining data from all research on the subject subsequently improving the accuracy of the conclusions as compared traditional independent studies.
Our meta-analysis examines gender differences in STEs across the social sciences including Economics and Finance. Based on a large number of effect sizes, the analysis quantifies the field specific difference in teaching by gender. Moderator analyses also examined how the magnitude is impacted by race, type of evaluation, the aspect of the teaching evaluated, among others. Collectively, this analysis provides a summary of the gender bias within STEs,. We discuss the implications of this on women’s success in academia. Recommendations regarding the use of STEs in promotion decisions are made.
Discussant(s)
Shelly Lundberg
,
University of California-Santa Barbara
Lisa D. Cook
,
Michigan State University
Jonathan Guryan
,
Northwestern University
JEL Classifications
  • A1 - General Economics
  • A2 - Economic Education and Teaching of Economics