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  • Item type:Publication,
    Underrepresentation of Women in Undergraduate Economics Degrees in Europe: A Comparison with STEM and Business
    (Institute of Labor Economics (IZA), 2021)
    Megalokonomou, Rigissa
    ;
    Vidal-Fernandez, Marian
    ;
    Yengin, Duygu
    In the last decade, the proportion and academic performance of women who pursue university degrees has increased relative to men in a range of developing countries (OECD, 2015). Nonetheless, the percentage of undergraduate economics degrees awarded to women has remained between 30% and 35% during 2001-2018 in the U.S. (Siegfried, 2019). In a recent work by Lundberg and Stearns (2019), they show that the gender gap worsens as women economists progress in their professional careers in the U.S., where they end up representing only 10% of university professors. European countries seem to have less of a "leaky pipeline," where the same figure sits at 22% (Auriol, Friebel, and Wilhelm, 2020). To put this figure into perspective, our paper describes the cross-country underrepresentation of women graduating in economics degrees in Europe relative to their country-specific women/men university graduation rates. Second, we compare the underrepresentation of women in economics to its closest alternative namely business, as well as its gender underrepresented counterpart, STEM (Science, Technology, Engineering, and Mathematics). Finally, we lean on recent evidence to suggest policies to increase the relative share of women pursuing undergraduate economics degrees in Europe with a strong focus on policies aimed at high schools. Overall, we find that, over the period 2013-2018, the underrepresentation of women in economics graduates has worsened in Europe and that on average two of every five students are women. While the gender representation of university graduates in STEM is worse than in economics, it has experienced a mild increase over the period of study. Unlike Economics, its closest alternative, business, has a slight women overrepresentation, with 1.1 women graduating for every man.
  • Item type:Publication,
    Do females create higher impact research? Scopus citations and Mendeley readers for articles from five countries Open PDF 
    (2018)
    Thelwall, M.
    There are known gender imbalances in participation in scientific fields, from female dominance of nursing to male dominance of mathematics. It is not clear whether there is also a citation imbalance, with some claiming that male-authored research tends to be more cited. No previous study has assessed gender differences in the readers of academic research on a large scale, however. In response, this article assesses whether there are gender differences in the average citations and/or Mendeley readers of academic publications. Field normalised logged Scopus citations and Mendeley readers from mid-2018 for articles published in 2014 were investigated for articles with first authors from India, Spain, Turkey, the UK and the USA in up to 251 fields with at least 50 male and female authors. Although female-authored research is less cited in Turkey (-4.0%) and India (-3.6%), it is marginally more cited in Spain (0.4%), the UK (0.4%), and the USA (0.2%). Female-authored research has fewer Mendeley readers in India (-1.1%) but more in Spain (1.4%), Turkey (1.1%), the UK (2.7%) and the USA (3.0%). Thus, whilst there may be little practical gender difference in citation impact in countries with mature science systems, the higher female readership impact suggests a wider audience for female-authored research. The results also show that the conclusions from a gender analysis depend on the field normalisation method. A theoretically informed decision must therefore be made about which normalisation to use. The results also suggest that arithmetic mean-based field normalisation is favourable to males. © 2018 Elsevier Ltd. All rights reserved.
  • Item type:Publication,
    Fixing the Leaky Pipeline: Strategies for Making Economics Work for Women at Every Stage Open PDF 
    (2019)
    Buckles, Kasey
    While women comprise over half of all undergraduate students in the United States, they account for less than one-third of economics majors. From there, the proportion of women at each stage of the academic tenure track continues to decrease, creating a "leaky pipeline." In this paper, I provide a toolkit of interventions that could be implemented by individuals, organizations, or academic units who are working to attract and retain women students and faculty at each stage of this pipeline. I focus on smaller-scale, targeted interventions that have been evaluated in a way that allows for the credible estimation of causal effects.