skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


This content will become publicly available on May 27, 2026

Title: “Same As It Ever Was: Gender, Race, and Ethnicity Differences in Promotion for Academic Economists.”
Using data from Academic Analytics 2009-2022 linked to publications and multiple approaches of identifying race, we examine gender and racial/ethnicity differentials in promotion of economists in economics and non-economics departments. Results are mixed. The share of Black economists remains at 3%. Huge gender penalties in promotion to both associate and full not explained by productivity continue in economics departments. There are no gender penalties in promotion to associate for economists in non-economics departments, although some in promotion to full. There are hardly any significant racial penalties in promotion to either rank, although statistical significance is difficult with such small samples.  more » « less
Award ID(s):
2152437
PAR ID:
10593531
Author(s) / Creator(s):
; ;
Publisher / Repository:
American Economic Association
Date Published:
ISSN:
2574-0768
Subject(s) / Keyword(s):
Gender race/ethnicity promotion
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. Using the EconLit dissertation database and large-scale algorithmic methods that identify author demographics from names, we investigate the connection between the gender of economics dissertators and dissertation topics. Despite stagnation in the share of women among economics PhDs in recent years, there has been a remarkable rise in gender-related dissertations in economics over time and in many subfields. Women economists are significantly more likely to write gender-related dissertations and bring gender-related topics into a wide range of fields within economics. Men in economics have also substantially increased their interest in gender-related topics. 
    more » « less
  2. There is a national interest in United States women’s underrepresentation in science, technology, engineering, and mathematics (STEM); however, gender inequality in the social sciences has not received similar attention. Although women increasingly earn postgraduate degrees in the social sciences, women faculty still experience gender inequities. Consistent gender inequities include slower career advancement, blunted salaries, unequal workloads, work-life conflict, systemic gender biases, underrepresentation in positions of power, and hostile work environments. Cultural biases suggest that once women have achieved parity, gender bias no longer exists. This review challenges that notion by providing evidence from social science domains in which women are well-represented but continue to face systemic gender biases. We examine cultural influences on gender representation and career advancement in psychology, economics, political science, sociology, and anthropology. We make interdisciplinary comparisons of career trajectories and salaries using national data, documenting patterns across the social sciences. For example, women economists face gendered standards in publishing, and women political scientists are less likely to have their work cited than men. Furthermore, data show that salaries become stagnant as the representation of women in these fields increases. These disparities reflect cultural biases in perceptions of women’s competence stemming from social role theory. We discuss best practices to address these problems, focusing on the ADVANCE organizational change programs funded by the National Science Foundation that target (a) improving academic climate, (b) providing professional development, and (c) fostering social networking. Federally supported interventions can reveal systemic gender biases in academia and reduce gender disparities for women academics in the social sciences. 
    more » « less
  3. Although on average women are underrepresented in academic science, technology, engineering, and mathematics (STEM) departments at universities, an under appreciated fact is that women’s representation varies widely across STEM disciplines. Past research is fairly silent on how local variations in gender composition impact faculty experiences. This study fills that gap. A survey of STEM departments at a large research university finds that women faculty in STEM are less professionally satisfied than male colleagues only if they are housed in departments where women are a small numeric minority. Gender differences in satisfaction are largest in departments with less than 25% women, smaller in departments with 25–35% women, and nonexistent in departments approaching 50% women. Gender differences in professional satisfaction in gender-unbalanced departments are mediated by women’s perception that their department’s climate is uncollegial, faculty governance is non-transparent, and gender relations are inequitable. Unfavorable department climates also predict retention risk for women in departments with few women, but not in departments closer to gender parity. Finally, faculty who find within-department mentors to be useful are more likely to have a favorable view of their department’s climate, which consequently predicts more professional satisfaction. Faculty gender and gender composition does not moderate these findings, suggesting that mentoring is equally effective for all faculty. Keywords: gender; STEM; climate; retention; faculty 
    more » « less
  4. Foundational engineering courses are critical to student success in engineering programs. The conceptually challenging content of these courses establishes the requisite knowledge for future classes. Thus, it is no surprise that such courses can serve as barriers or gatekeepers to successful student progress through the undergraduate curriculum. Although the difficulty of the courses may be necessary, often other features of the course delivery such as large class environments or a few very high-stakes assessments can further exacerbate these challenges. And especially problematic, past studies have shown that grade penalties associated with these courses and environments may disproportionately impact women. On the faculty side, institutions often turn to non-tenure track instructional faculty to teach multiple sections of foundational courses each semester. Although having faculty whose sole role is dedicated to quality teaching is an asset, benefits would likely be maximized when such faculty have clear metrics for paths to promotion, some autonomy and ownership regarding the curriculum, and overall job satisfaction. However, literature suggests that faculty, like students, note ill effects from large classes, such as challenges connecting and building rapport with students and having time to offer individualized feedback to students. Our NSF IUSE project focuses on instructors of large foundational engineering students with the belief that by better understanding the educational environment from their perspective we can improve the quality of the teaching and learning environment for all engineering students. Our project regularly convenes faculty teaching an array of core courses (e.g,. Mathematics, Chemistry, Mechanics, Physics) and uses insights from these meetings and individual interviews to identify possible leverage points where our project or the institution more broadly might affect change. Parallel to this effort, we have been working with data stewards on campus to gain access to institutional data (e.g., student course and grade histories, student evaluations of faculty teaching) to link and provide aggregate deidentified results to faculty to feed more information in to their decision-making. We are demonstrating that regular engagement between faculty and institutional leaders around analyzed and curated data is essential to continuous and systematic improvement. Efforts to date have included building an institutional data explorer dashboard (e.g., influences of pre-requisite courses on future courses) and drafting reports to be sent to department heads and associate deans which gather priorities identified in the first year of our research. For example, participating instructors identified that clarity of promotion paths across non-tenure track teaching faculty from different departments varied greatly, and the institution as a whole could benefit from clarified university-wide guidance. While some findings may be institution-specific (NSF IUSE Institutional Transformation track), as a large public research institution, peer-institutions with high engineering enrollments often face similar challenges and so findings from our change efforts potentially have broad applicability. 
    more » « less
  5. The route to tenure is often clear and well-defined, while the path to full professor is notoriously described as ambiguous and elusive, which raises questions and uncertainty on how to be promoted. In order to explore institutional concerns expressed by associate professor women in science, technology, engineering, and mathematics (STEM) and social and behavioral sciences (SBS) regarding the pathway to full professor, interviews were conducted with members of the Belayers Network at the University of Colorado Colorado Springs (UCCS). The Belayers Network consists of STEM and SBS associate professor women and is designed to support their promotion to full professor through opportunities to come together for informational, tangible, and emotional resources. An instrumental case study with a pragmatic theoretical lens was employed for this study. Interviews were analyzed inductively and resulted in five themes: (1) Full professor promotion criteria are ambiguous; (2) Teaching and service expectations are too high; (3) Lack of research collaborators inhibits scholarly output; (4) Scarce research-related resources are a persistent struggle; and (5) Mentoring and support are absent. The academy may find it instructive to understand better associate professor women’s institutional concerns about the pathway to full professor and possible ways to offset the obstacles toward achievement. Additionally, pragmatic solutions and implications are offered to mitigate these concerns in the context of UCCS. This research is sponsored by a National Science Foundation ADVANCE Adaptation Award. 
    more » « less