Gender and major choice within economics: Evidence from Europe

Arnold, Ivo J.M.

doi:10.1016/j.iree.2020.100191

Cited by 9 publications

(5 citation statements)

References 34 publications

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“…Most of the data presented in this section combines the CSWEP and UAQ data for PhD-granting departments from 1993 to 2017. 1 We can provide a longer-term perspective for one important set of departments. The microdata from the first CSWEP survey has been lost, but the 1972 CSWEP Annual Report, published in the AER Papers and Proceedings issue, includes aggregate results for one identifiable group of 43 departments-the Chairman's Group.…”

Section: Women In Phd-granting Economics Departments 1972-2017mentioning

confidence: 99%

“…2 The departments in the Chairman's Group granted about two-thirds of US economics PhDs in the early 1970s, and we can track the faculty and graduate student gender composition in this set of highly ranked departments over a 45-year period. 1 Response rates to the CSWEP survey of PhD-granting departments have been 100 percent in recent years, but below that prior to 2015-nonresponses are replaced by UAQ data when possible. The data for 2000 has been lost.…”

Section: Women In Phd-granting Economics Departments 1972-2017mentioning

confidence: 99%

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Women in Economics: Stalled Progress

Lundberg

Stearns

2019

Journal of Economic Perspectives

254

112

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Women are still a minority in the economics profession. By the mid-2000s, just under 35 percent of PhD students and 30 percent of assistant professors were female, and these numbers have remained roughly constant ever since. Over the past two decades, women’s progress in academic economics has slowed, with virtually no improvement in the female share of junior faculty or graduate students in decades. Little consensus has emerged as to why, though there has been a renewal of widespread interest in the status and future of women in economics and of the barriers they face to professional success. In this paper, we first document trends in the gender composition of academic economists over the past 25 years, the extent to which these trends encompass the most elite departments, and how women’s representation across fields of study within economics has changed. We then review the recent literature on other dimensions of women’s relative position in the discipline, including research productivity and income, and assess evidence on the barriers that female economists face in publishing, promotion, and tenure. While differences in preferences and constraints may directly affect the relative productivity of men and women, productivity gaps do not fully explain the gender disparity in promotion rates in economics. Furthermore, the progress of women has stalled relative to that in other disciplines in the past two decades. We propose that differential assessment of men and women is one important factor in explaining this stalled progress, reflected in gendered institutional policies and apparent implicit bias in promotion and tenure processes.

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Section: Women In Phd-granting Economics Departments 1972-2017mentioning

confidence: 99%

Section: Women In Phd-granting Economics Departments 1972-2017mentioning

confidence: 99%

Women in Economics: Stalled Progress

Lundberg

Stearns

2019

Journal of Economic Perspectives

254

112

View full text Add to dashboard Cite

show abstract

“…In Business Subjects Gender learning styles and approaches to studying: females tend to be collaborative and less risktaking than males. However, the observed differences in performance between male and female students seem to be rather small in business education (Arnold, 2020;Opstad and Årethun, 2020;Opstad 2021b). This can also be influenced by factors like prior knowledge, motivation, interest, effort and personality traits.…”

Section: Performancementioning

confidence: 88%

The Relationship Between Norwegian Business Students’ Attitudes Towards Mathematics and Success in Business Education

Opstad¹

2023

IJOTE

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Although mathematical skills are an important component for business students, many students struggle to understand and meet the demands in different subjects. There is a considerable heterogeneity among the different subjects and the need for good mathematical skills varies from subject to subject. To analyse this, we apply the Attitudes Towards Mathematics Inventory (ATMI) framework. The data are collected by asking students at a business school in Norway. The results are linked to the exam grades in the various subjects. The sample consists of approximately 150 students. As a research method, the standard linear regression model is used. The results show that there is a strong positive correlation between ATMI and success in the various subjects. This applies specifically to the dimension of self-confidence in mathematics. However, there is a considerable variation between the subjects, and in some non-quantitative subjects such as marketing, no correlation was found in this study between ATMI and exam grades. As control variables in the model, gender and Grade Point Average (GPA) from the upper secondary school were included. These variables had a rather small influence on the results for the subjects, but with significant statistical effects on some subjects. This article provides insight into a key factor that can help explain how students are performing in the various business subjects

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“…Aina, Lombardi, and Mussida (2022) find that, after their first year in college, female students are more likely than male to switch from Economics to Business but less likely to do the opposite, despite the absence of differences in students' pre‐enrollment characteristics. Within an Economics bachelor program, Arnold (2020) examines differences in major choice among Economics subfields and shows that female students are strongly underrepresented in Finance and overrepresented in Accounting. Zölitz and Feld (2021) investigate how the gender composition of peers affects women's and men's choices within business schools.…”

Section: Literature Reviewmentioning

confidence: 99%

Adams and Eves: High school math and the gender gap in Economics majors

2023

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Why so few women graduate in Economics? We investigate the gender gap among Italian university graduates in Economics between 2010 and 2019. With women's probability of graduating in Economics being 27% lower than men's, the gap is larger than in Business and even STEM. The association between the gender gap and the mathematical content of high school curricula is especially strong in Economics. A triple difference analysis shows that a reform raising the mathematical content of traditionally low math curricula caused an increase in the gender gap, with women's probability of graduating in Economics decreasing by 12 percentage points.

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Gender and major choice within economics: Evidence from Europe

Cited by 9 publications

References 34 publications

Women in Economics: Stalled Progress

Women in Economics: Stalled Progress

The Relationship Between Norwegian Business Students’ Attitudes Towards Mathematics and Success in Business Education

Adams and Eves: High school math and the gender gap in Economics majors

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