The Gender Gap in Economics Degrees: An Investigation of the Role Model and Quantitative Requirements Hypotheses

Emerson, Tisha L. N.; McGoldrick, KimMarie; Siegfried, John J.

doi:10.1002/soej.12247

Cited by 18 publications

(19 citation statements)

References 39 publications

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“…Because the number doctorates awarded to Blacks in mathematics exceeds the number awarded in economics, I have argued that mathematical ability is not a hindrance for Black to complete degrees in economics (Sharpe, 2017). This is consistent with findings of Emerson, McGoldrick, and Sigfried (2018) that higher math requirements may lead to an increase in the number of female economics majors at liberal arts colleges and institutions that offer a business degree.…”

Section: The Pipelinesupporting

confidence: 90%

We’ve to Build the Pipeline. What’s the Problem? What’s Next? The Remix

Sharpe

2018

The Review of Black Political Economy

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Despite a history of initiatives to strengthen the doctorate pipeline and mentoring programs for graduate students and junior faculty, the economics profession has failed to achieve a representative level of diversity across ethnicity, gender and race. This National Economic Association presidential address looks at the 20-year production, 1996-2015, of economists by ethnicity, gender, race, and residential status with an interest in the production of Black economists. The findings suggest there is cause for alarm as the number of undergraduate economics degrees conferred to Black women was stagnant, and there has been a decrease in the number of doctorates conferred to Blacks men. In addition, the number of undergraduate mathematics degrees conferred to Blacks has decreased, which may have dire consequences for the economics and mathematics doctorate pipeline. Recommendations that promote the professional lives of Black and minority economists are provided.

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Section: The Pipelinesupporting

confidence: 90%

We’ve to Build the Pipeline. What’s the Problem? What’s Next? The Remix

Sharpe

2018

The Review of Black Political Economy

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“…Therefore, they conclude that they find no evidence for a peer mentoring effect. Finally, Emerson, McGoldrick, and Siegfried (2018) find no link between the choice of a female student choosing to major in economics and having female professors.…”

Section: Prior Literaturementioning

confidence: 75%

“…Currently, the economics profession is struggling to attract women into the profession. Emerson et al (2018) highlight the difficulty in recruiting young women into the field. But, they focus on students who intend to become professional economists.…”

Section: Conclusion and Suggestions For Future Researchmentioning

confidence: 99%

Do Teacher Credentials and Characteristics Affect Teacher Effectiveness in High School Economics?

Swinton

Clark

2019

The American Economist

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We use student-level administrative data from Georgia to examine how teacher characteristics affect student learning. Specifically, we examine students’ normalized end-of-course test scores for a required high school economics course. We develop two models. First, we examine returns to activities often linked to teacher effectiveness—experience, advanced degrees, National Board Certification, and curriculum-specific in-service workshops. Second, we investigate the importance of having teachers share characteristics with their students. Similar to many studies before us, we find little systematic link between any of the observable teacher characteristics and better student outcomes once we control for unobservable teacher characteristics. Of note, we do find that female students tend to perform better with female teachers than with male teachers. Overall, the results highlight the difficulty in relying on just one specific measure of teacher quality to ensure student performance. JEL Classifications: A13, A21, I24

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“…The authors found no relationship between faculty gender composition and the students' choice of major. Emerson et al (2018), Smith and Zenker (2014) examined whether female faculty role models had a positive effect on female students' choice of economics as a major. Their results showed no support for the female faculty role model effect.…”

Section: Role Model Effectmentioning

confidence: 99%

Where Are All the Female Finance Majors? An Examination of Gender and Performance in Undergraduate Corporate Finance

2019

JHETP

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Using a sample of 592 business students over the period 2009 to 2018, we investigate why there are so few undergraduate female students choosing finance as a major. We find that females, on average, scored higher in their first college math course by almost 2% than males, but there is no significant difference in the grades between female and male students in corporate finance. However, our results show that the odds of a female choosing a finance major is 0.4, which means that male students are 2.5 times more likely to choose finance as their major. Also, a 10% increase in the student's grade in his/her math class increases the student's grade in corporate finance by 6%. This underscores the theory that better performance in quantitative courses leads to better performance in finance.

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The Gender Gap in Economics Degrees: An Investigation of the Role Model and Quantitative Requirements Hypotheses

Cited by 18 publications

References 39 publications

We’ve to Build the Pipeline. What’s the Problem? What’s Next? The Remix

We’ve to Build the Pipeline. What’s the Problem? What’s Next? The Remix

Do Teacher Credentials and Characteristics Affect Teacher Effectiveness in High School Economics?

Where Are All the Female Finance Majors? An Examination of Gender and Performance in Undergraduate Corporate Finance

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