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Start date: 2023

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Now showing 1 - 10 of 20
  • Item type:Publication,
    Female Promotions and the Academic Pipeline: Evidence from a Natural Experiment
    (2026-03)
    Bagues, Manuel
    ;
    Makany Milan
    ;
    Vattuone, Giulia
    ;
    Zinovyeva, Natalia
    We study how faculty promotion decisions shape women’s careers and the academic pipeline, using data from 4,000 Spanish university departments across all disciplines. We identify exogenous variation in promotions using the random assignment of evaluators to promotion committees between 2002 and 2008: applicants whose committees included a co-author or colleague were significantly more likely to qualify for promotion. We document two main findings. First, failing to obtain tenure has asymmetrically lasting consequences for women. Those who narrowly miss tenure are 57 percentage points less likely to be tenured fifteen years later, compared to 29 percentage points for men. Second, when women do obtain tenure, the effects extend well beyond their own careers: promoting a woman to Associate Professor increases female faculty by 1.5 members after 15 years, leads to six additional female PhD graduates over the following decade, and raises the number who subsequently remain in academia and reach tenured positions.
  • 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,
    No data: No policies! The MINDtheGEPs approach to evidence-based policies for Gender Equality Plans
    (2023-03-31)
    Solera, Cristina
    ;
    Balzano, Angela
    ;
    Tuco Federica
    ;
    Pisacane, Lucio
    ;
    Fernow, Josepine
    Facts and figures strengthen our ability to undertake cultural and structural actions towards Gender Equality. We believe that sharing MINDtheGEPs knowledge on gender imbalances can contribute to sustainable change. This policy brief includes recommendations for how to build an evidence-based foundation for gender equality plans (GEPs) in research performing organizations, based on the assumption that without data, there will be no policy. We need several types of data to be able to capture the various push and pull factors that (de)construct gender inequalities during different phases of a research career (early, middle, late) and at different levels (individual, organizational, national). Why? Because gender is a social structure that is characterized by multiple intersected barriers, requiring multiple intersected actions to be removed. This policy brief was written for research performing organizations (public and private universities and research centres), European Commission and members of the scientific community. The recommendations in this policy brief are based on the MINDtheGEPs deliverable report 2.2 submitted to the European Commission. Data from this report will be made public in peer-reviewed publications and working papers from the project.
  • Item type:Publication,
    Focus “Le carriere femminili in ambito accademico”
    (2024)
    Ministero dell'Università e della Ricerca [MUR] - Ufficio VI - Servizio Statistico
  • Item type:Publication,
    Undergraduate Gender Diversity and the Direction of Scientific Research
    (2024-05-03)
    Can diversity lead to greater research focus on populations underrepresented in science? Between 1960 and 1990, 76 all-male US universities transitioned to coeducation. Using a generalized difference-in-differences design, we find that coeducation led to a 44% increase in gender-related research publications. This increase is driven by research focused on female subjects and gender differences. While coeducation led to a compositional shift with more women and researchers interested in gender topics, much of the increase comes from male incumbent researchers shifting their research focus toward gender-related topics. The results support interaction with more diverse students and peers as key underlying mechanisms.
  • 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,
    Do labour market outcomes influence why women are underrepresented in engineering?
    (2025-04-07)
    Despite women outnumbering men in higher education, significant gender segregation persists in the choice of field of study. In the 2020/2021 academic year, only 8% of Spanish female students were enrolled in Engineering, compared to 29.5% of male students. This paper investigates the determinants of the underrepresentation of women in Engineering in Spain by examining whether differences in future labour market outcomes influence this anomaly. Using data from the 2019 University Graduate Employment Outcomes Survey, we find significantly worse labour outcomes for female Engineering graduates than for those in Health. Within fields, we find a larger gender gap in labour outcomes in Engineering than in Health. Our results suggest that gender segregation in higher education can be partly driven by differences in labour market expectations by field of study and gender. Many women who could pursue Engineering based on their pre-university track and accomplishments may opt instead for other fields like Health due to better career prospects: higher probability of finding a job and higher earnings, and lower likelihood of experiencing vertical and horizontal mismatches.
  • 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,
    Gender Differences in University Enrollment and STEM Major: The Role of Tuition Policy in Australia
    (2025-09-15)
    Cuff, Katherine
    ;
    Gamarra Rondinel Ana
    ;
    Payne A. Abigail
    We analyze whether men and women respond differently to tuition variation for both university entry and STEM major choice, using a 30-year Australian individual-level administrative dataset. The Australian setting is unique: tuition fees are regulated, students can defer payment through income-contingent loans, and universities receive discipline-specific government subsidies. We find women consistently enrolled at higher rates than men, on average 14 percentage points between 1991 and 2020, with the gap widening over the period from 10 to 16 percentage points. By contrast, men were more likely to register in STEM fields. This STEM gap has remained stable in traditional STEM disciplines, but the gap has narrowed since 2005 when including Health in the definition of STEM. We find that women respond more positively than men to tuition increases in terms of overall enrollment. Effects on STEM participation, however, are less clear and vary across time. The STEM choice patterns suggest systematic gender differences in incentives and behavior, reflecting factors such as men’s stronger engagement with higher-paying non-university jobs, higher expected returns to traditional STEM fields for men, narrower earnings dispersion for women across fields, and gender differences in cost sensitivity and risk aversion. Our findings highlight how tuition policy interacts with gender-specific incentives to shape both university enrollment and major choices.
  • Item type:Publication,
    Examining the Situation of Women in the Economics Profession in Argentina
    (2025-07)
    Edo, Maria
    ;
    Marchionni, Mariana
    ;
    Pinto Maria Florencia
    ;
    Viollaz, Mariana
    The aim of this paper is to document the situation of women and the gender gaps in the economics profession across the full range of academic tiers, focused in Argentina. We conduct a comprehensive examination of the representation of women in Economics at various academic levels, from undergraduate programs to faculty and research positions. The analysis is based on several sources, including administrative national databases, administrative data coming from universities and other academic institutions, and microdata obtained from those institutions or through Web scraping. We assess gender differences in career trajectories, academic performance, access to research opportunities in the country and participation in relevant networks. By shedding light on the specific challenges faced by women in Economics in Argentina, we aim to inform policy recommendations and interventions that can promote gender equality and create a more inclusive and diverse economics profession.