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Start date: 2020Subject: search.filters.subject.Gender Gap

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Now showing 1 - 4 of 4
  • Item type:Publication,
    Parenthood and the Gender Gap in Academic Careers
    (2026-03-27)
    Ejermo, Olof
    ;
    Holmström, Peter
    Using population-wide data on Swedish university researchers and teachers, we identify the effects of parenthood on academic careers. Leveraging staggered event-study models that compare mothers and fathers around first birth, we document widening gender gaps in publication output, wage income, promotion, and PhD completion. These gaps arise across all scientific fields. We further document substantial gender differences prior to first birth and among never-parents, indicating that child-related penalties explain only part of the overall academic gender gap.
  • Item type:Publication,
    Pipeline vs. Choice: The Global Gender Gap in STEM Applications
    (2025-08)
    Ahimbisibwe, Isaac
    ;
    Altjmed Adam
    ;
    Artemov Gregory
    ;
    Barrios-Fernandez Andres
    ;
    Bizopoulou, Aspasia
    Women account for only 35% of global STEM graduates, a share that has remained unchanged for a decade. We use administrative microdata from centralized university admissions in ten systems to deliver the first cross-national decomposition of the STEM gender gap into a pipeline gap (academic preparedness) and a choice gap (first-choice field conditional on eligibility). In deferred-acceptance platforms where eligibility is score-based, we isolate preferences from access. The pipeline gap varies widely, from -19 to +31 percentage points across education systems. By contrast, the choice gap is remarkably stable: high-scoring women are 25 percentage points less likely than men to rank STEM first.
  • Item type:Publication,
    Citation Gender Gaps in Top Economics Journals
    (2025-06)
    J. Ignacio Conde-Ruiz
    ;
    Ganuza Juan-jose
    ;
    García, Manu
    This paper investigates the existence and drivers of gender citation gaps in the five leading journals in economics. Using a comprehensive dataset of 7,214 articles published between 1999 and 2023, we examine whether female-authored papers are cited more frequently than male-authored ones, and whether this pattern persists after controlling for differences in research topics. We apply Structural Topic Modeling (STM) to abstracts to estimate latent research themes and complement this approach with field classifications based on JEL codes. Our results show that female-authored papers initially display a citation premium—receiving up to 15 log points more citations—but this advantage becomes statistically insignificant once we control for research field composition using either STM topics or JEL codes. These findings suggest that horizontal gender differences in thematic specialization, rather than bias in citation behavior, account for most of the observed citation gap. Our analysis highlights the importance of accounting for field heterogeneity when assessing academic recognition and contributes to ongoing discussions about fairness and diversity in economics publishing.
  • Item type:Publication,
    The gender gap in STEM: (Female) teenagers' ICT skills and subsequent career paths
    (RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023)
    Hertweck, Friederike
    ;
    Lehner, Judith
    Skills shortage in the fields of Sciences, Technology, Engineering, and Mathematics (STEM) poses a significant challenge for industries globally. This study examines the interrelationship between high school students' gender, their proficiency in Information and Communication Technology (ICT), and their career preferences in the STEM domain. Based on representative data for German teenagers, our study shows that female adolescents are less likely to choose a career in STEM unless they have strong ICT skills in secondary school. The relationship does not hold for male students. Our findings can be explained with evidence that teenagers sort into occupations they believe to be good at and that female teenagers rather underestimate their true potential. Using different empirical approaches, we also show that ICT skills act as a moderator and not as a mediator in the gender-specific choice of training upon graduating from secondary school.