https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&feed=atom&action=historyFaculty participation data - Revision history2024-03-29T10:47:26ZRevision history for this page on the wikiMediaWiki 1.31.8https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=4662&oldid=prevAbayer1 at 17:14, 22 August 20172017-08-22T17:14:53Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 17:14, 22 August 2017</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>'''The lack of women and <del class="diffchange diffchange-inline">of members of </del>underrepresented racial/ethnic minority faculty indicates both past and future difficulties in creating a diverse and inclusive economics profession.'''</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>'''The lack of women and underrepresented racial/ethnic minority faculty indicates both past and future difficulties in creating a diverse and inclusive economics profession.'''</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The number of women and underrepresented racial and ethnic minority faculty within Economics departments at colleges and universities improved during the 1970s and 1980s but has stalled since, and the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments. In comparison, in 2015 women represented 27.9% of assistant professors, 24.3% of tenured associate professors, and 12.9% of full professors. Across all institutions, women occupied 23% of all full-time tenured and tenure-track economics positions in 2015.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The number of women and underrepresented racial and ethnic minority faculty within Economics departments at colleges and universities improved during the 1970s and 1980s but has stalled since, and the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments. In comparison, in 2015 women represented 27.9% of assistant professors, 24.3% of tenured associate professors, and 12.9% of full professors. Across all institutions, women occupied 23% of all full-time tenured and tenure-track economics positions in 2015.  </div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>(The figure note says "2012-2013" but, unfortunately, there's been no need to update the graphics.)</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">::</ins>(The figure note says "2012-2013" but <ins class="diffchange diffchange-inline">the data are up to date and</ins>, unfortunately, there's been no need to update the graphics.<ins class="diffchange diffchange-inline">)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">See Bayer and Rouse (2016) for more information and discussion. (Bayer, Amanda, and Cecilia Elena Rouse. 2016. "Diversity in the Economics Profession: A New Attack on an Old Problem." Journal of Economic Perspectives, 30(4): 221-42. http://pubs.aeaweb.org/doi/pdfplus/10.1257/jep.30.4.221</ins>)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[media:Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[media:Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=4661&oldid=prevAbayer1 at 17:09, 22 August 20172017-08-22T17:09:36Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 17:09, 22 August 2017</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>'''The lack of women and of racial <del class="diffchange diffchange-inline">and </del>ethnic <del class="diffchange diffchange-inline">minorities amongst </del>faculty indicates both past and future difficulties in creating a diverse and inclusive profession.'''</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>'''The lack of women and of <ins class="diffchange diffchange-inline">members of underrepresented </ins>racial<ins class="diffchange diffchange-inline">/</ins>ethnic <ins class="diffchange diffchange-inline">minority </ins>faculty indicates both past and future difficulties in creating a diverse and inclusive <ins class="diffchange diffchange-inline">economics </ins>profession.'''</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The number of women and underrepresented racial and ethnic minority faculty within Economics departments at colleges and universities improved during the 1970s and 1980s but has stalled since, and the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments. In comparison, in 2015 women represented 27.9% of assistant professors, 24.3% of tenured associate professors, and 12.9% of full professors. Across all institutions, women occupied 23% of all full-time tenured and tenure-track economics positions in 2015. </ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">The number of women and underrepresented racial and ethnic minorities as faculty within Economics departments at colleges and universities has improved significantly since the 1970’s, but the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments.  In comparison, as of 2012, women represented 28.3% of assistant professors, 21.6% of tenured associate professors, and 11.6% of full professors. Across all institutions, women occupied 22% of all full-time tenured and tenure-track economics positions in 2012. </del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>At least as striking, Blacks and Hispanics together just occupied <ins class="diffchange diffchange-inline">6</ins>.<ins class="diffchange diffchange-inline">3</ins>% of all full-time tenured and tenure-track economics positions across all institutions in <ins class="diffchange diffchange-inline">2015</ins>. In Ph.D. granting economics departments, Black economists represented 1.<ins class="diffchange diffchange-inline">6</ins>% of assistant professors, <ins class="diffchange diffchange-inline">1</ins>.<ins class="diffchange diffchange-inline">5</ins>% of associate professors, and 1.<ins class="diffchange diffchange-inline">3</ins>% of full professors; Hispanics represented <ins class="diffchange diffchange-inline">6</ins>.<ins class="diffchange diffchange-inline">8</ins>% of assistant professors, <ins class="diffchange diffchange-inline">7</ins>.<ins class="diffchange diffchange-inline">8</ins>% of associate professors, and 2.<ins class="diffchange diffchange-inline">5</ins>% of full professors.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"> </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>At least as striking, Blacks and Hispanics together just occupied <del class="diffchange diffchange-inline">5</del>.<del class="diffchange diffchange-inline">6</del>% of all full-time tenured and tenure-track economics positions across all institutions in <del class="diffchange diffchange-inline">2012</del>. In Ph.D. granting economics departments, Black economists represented 1.<del class="diffchange diffchange-inline">8</del>% of assistant professors, <del class="diffchange diffchange-inline">2</del>.<del class="diffchange diffchange-inline">8</del>% of associate professors, and 1.<del class="diffchange diffchange-inline">2</del>% of full professors; Hispanics represented <del class="diffchange diffchange-inline">7</del>.<del class="diffchange diffchange-inline">6</del>% of assistant professors, <del class="diffchange diffchange-inline">4</del>.<del class="diffchange diffchange-inline">5</del>% of associate professors, and 2.<del class="diffchange diffchange-inline">2</del>% of full professors.  </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">(The figure note says "2012-2013" but, unfortunately, there's been no need to update the graphics.)</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[media:Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[media:Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3574&oldid=prevAbayer1 at 13:40, 30 October 20132013-10-30T13:40:03Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 13:40, 30 October 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The lack of women and of racial and ethnic minorities amongst faculty <del class="diffchange diffchange-inline">in doctoral programs </del>indicates both past and future difficulties in creating a diverse and inclusive profession.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">'''</ins>The lack of women and of racial and ethnic minorities amongst faculty indicates both past and future difficulties in creating a diverse and inclusive profession.<ins class="diffchange diffchange-inline">'''</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The number of women and underrepresented racial and ethnic minorities as faculty within Economics departments at colleges and universities has improved significantly since the 1970’s, but the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments.  In comparison, as of 2012, women represented 28.3% of assistant professors, 21.6% of tenured associate professors, and 11.6% of full professors. Across all institutions, women occupied 22% of all full-time tenured and tenure-track economics positions in 2012.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The number of women and underrepresented racial and ethnic minorities as faculty within Economics departments at colleges and universities has improved significantly since the 1970’s, but the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments.  In comparison, as of 2012, women represented 28.3% of assistant professors, 21.6% of tenured associate professors, and 11.6% of full professors. Across all institutions, women occupied 22% of all full-time tenured and tenure-track economics positions in 2012.  </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3566&oldid=prevAbayer1 at 05:09, 29 October 20132013-10-29T05:09:26Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 05:09, 29 October 2013</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l10" >Line 10:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[media:Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[media:Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Price's results suggest that instead of <del class="diffchange diffchange-inline">there being </del>a pipeline problem, the economics profession has a "color line" problem: rather than attributing the underrepresentation of blacks on economics faculties to there being too few blacks earning doctorates in the field, departments should recognize and correct demand side behaviors and conditions. In a similar way, the evidence presented on Div.E.Q. suggests that instructors and departments should examine their own practices and policies at the undergraduate level. Numerous studies illustrate how habits in the classroom affect the degree of diversity in the discipline. Personal biases and even seemingly neutral practices have disparate impacts on different students.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Price's results suggest that instead of a pipeline problem, the economics profession has a "color line" problem: rather than attributing the underrepresentation of blacks on economics faculties to there being too few blacks earning doctorates in the field, departments should recognize and correct demand side behaviors and conditions. In a similar way, the evidence presented on Div.E.Q. suggests that instructors and departments should examine their own practices and policies at the undergraduate level. Numerous studies illustrate how habits in the classroom affect the degree of diversity in the discipline. Personal biases and even seemingly neutral practices have disparate impacts on different students.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3554&oldid=prevAbayer1 at 18:55, 28 October 20132013-10-28T18:55:24Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 18:55, 28 October 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[[<del class="diffchange diffchange-inline">File=</del>Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>[[<ins class="diffchange diffchange-inline">media:</ins>Price.pdf|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Price's results suggest that instead of there being a pipeline problem, the economics profession has a "color line" problem: rather than attributing the underrepresentation of blacks on economics faculties to there being too few blacks earning doctorates in the field, departments should recognize and correct demand side behaviors and conditions. In a similar way, the evidence presented on Div.E.Q. suggests that instructors and departments should examine their own practices and policies at the undergraduate level. Numerous studies illustrate how habits in the classroom affect the degree of diversity in the discipline. Personal biases and even seemingly neutral practices have disparate impacts on different students.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Price's results suggest that instead of there being a pipeline problem, the economics profession has a "color line" problem: rather than attributing the underrepresentation of blacks on economics faculties to there being too few blacks earning doctorates in the field, departments should recognize and correct demand side behaviors and conditions. In a similar way, the evidence presented on Div.E.Q. suggests that instructors and departments should examine their own practices and policies at the undergraduate level. Numerous studies illustrate how habits in the classroom affect the degree of diversity in the discipline. Personal biases and even seemingly neutral practices have disparate impacts on different students.  </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3553&oldid=prevAbayer1 at 18:50, 28 October 20132013-10-28T18:50:00Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 18:50, 28 October 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[[File=Price|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>[[File=Price<ins class="diffchange diffchange-inline">.pdf</ins>|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists."  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Price's results suggest that instead of there being a pipeline problem, the economics profession has a "color line" problem: rather than attributing the underrepresentation of blacks on economics faculties to there being too few blacks earning doctorates in the field, departments should recognize and correct demand side behaviors and conditions. In a similar way, the evidence presented on Div.E.Q. suggests that instructors and departments should examine their own practices and policies at the undergraduate level. Numerous studies illustrate how habits in the classroom affect the degree of diversity in the discipline. Personal biases and even seemingly neutral practices have disparate impacts on different students.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Price's results suggest that instead of there being a pipeline problem, the economics profession has a "color line" problem: rather than attributing the underrepresentation of blacks on economics faculties to there being too few blacks earning doctorates in the field, departments should recognize and correct demand side behaviors and conditions. In a similar way, the evidence presented on Div.E.Q. suggests that instructors and departments should examine their own practices and policies at the undergraduate level. Numerous studies illustrate how habits in the classroom affect the degree of diversity in the discipline. Personal biases and even seemingly neutral practices have disparate impacts on different students.  </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3551&oldid=prevAbayer1 at 18:48, 28 October 20132013-10-28T18:48:22Z<p></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 18:48, 28 October 2013</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td>
<td colspan="2" class="diff-lineno">Line 1:</td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The lack of women and of racial and ethnic minorities amongst faculty in doctoral programs indicates both past and future difficulties in creating a diverse and inclusive profession.</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The number of women and underrepresented racial and ethnic minorities as faculty within Economics departments at colleges and universities has improved significantly since the 1970’s, but the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments.  In comparison, as of 2012, women represented 28.3% of assistant professors, 21.6% of tenured associate professors, and 11.6% of full professors. Across all institutions, women occupied 22% of all full-time tenured and tenure-track economics positions in 2012.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The number of women and underrepresented racial and ethnic minorities as faculty within Economics departments at colleges and universities has improved significantly since the 1970’s, but the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments.  In comparison, as of 2012, women represented 28.3% of assistant professors, 21.6% of tenured associate professors, and 11.6% of full professors. Across all institutions, women occupied 22% of all full-time tenured and tenure-track economics positions in 2012.  </div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>At least as striking, Blacks and Hispanics together just occupied 5.6% of all full-time tenured and tenure-track economics positions across all institutions in 2012. In Ph.D. granting economics departments, Black economists represented 1.8% of assistant professors, 2.8% of associate professors, and 1.2% of full professors; Hispanics represented 7.6% of assistant professors, 4.5% of associate professors, and 2.2% of full professors.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>At least as striking, Blacks and Hispanics together just occupied 5.6% of all full-time tenured and tenure-track economics positions across all institutions in 2012. In Ph.D. granting economics departments, Black economists represented 1.8% of assistant professors, 2.8% of associate professors, and 1.2% of full professors; Hispanics represented 7.6% of assistant professors, 4.5% of associate professors, and 2.2% of full professors.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;">'''The lack of women and of racial and ethnic minorities amongst faculty in doctoral programs indicates both past and future difficulties in creating a diverse and inclusive profession.''' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">[[File=Price|Price (2009)]] analyzes historical data on black economist hirings in Ph.D. granting departments and presents facts underscoring "the chronic and in some cases vulgar underrepresentation of blacks on the economics faculties of Ph.D. granting departments in the United States." Furthermore, "parameter estimates from count data specifications of a demand–supply relationship reveal that increases in the supply of new black economics doctorates do not increase, but instead decrease the likelihood of a Ph.D. granting economics department hiring black economists." </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Price's results suggest that instead of there being a pipeline problem, the economics profession has a "color line" problem: rather than attributing the underrepresentation of blacks on economics faculties to there being too few blacks earning doctorates in the field, departments should recognize and correct demand side behaviors and conditions. In a similar way, the evidence presented on Div.E.Q. suggests that instructors and departments should examine their own practices and policies at the undergraduate level. Numerous studies illustrate how habits in the classroom affect the degree of diversity in the discipline. Personal biases and even seemingly neutral practices have disparate impacts on different students. </ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3504&oldid=prevAbayer1 at 11:36, 25 October 20132013-10-25T11:36:27Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 11:36, 25 October 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The <del class="diffchange diffchange-inline">representation </del>of women and <del class="diffchange diffchange-inline">under-represented </del>racial<del class="diffchange diffchange-inline">/</del>ethnic minorities as faculty within Economics departments at colleges and universities has improved significantly since the 1970’s, but the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments.  In comparison, as of 2012, women represented 28.3% of assistant professors, 21.6% of tenured associate professors, and 11.6% of full professors. Across all institutions, women occupied 22% of all full-time tenured and tenure-track economics positions in 2012.  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The <ins class="diffchange diffchange-inline">number </ins>of women and <ins class="diffchange diffchange-inline">underrepresented </ins>racial <ins class="diffchange diffchange-inline">and </ins>ethnic minorities as faculty within Economics departments at colleges and universities has improved significantly since the 1970’s, but the profession is still far from achieving parity. In 1972, women represented 8.8% of assistant professors, 3.7% of associate professors, and 2.4% of full professors across Ph.D. granting departments.  In comparison, as of 2012, women represented 28.3% of assistant professors, 21.6% of tenured associate professors, and 11.6% of full professors. Across all institutions, women occupied 22% of all full-time tenured and tenure-track economics positions in 2012.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>   </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>At least as striking, Blacks and Hispanics together just occupied 5.6% of all full-time tenured and tenure-track economics positions across all institutions in 2012. In Ph.D. granting economics departments, Black economists represented 1.8% of assistant professors, 2.8% of associate professors, and 1.2% of full professors; Hispanics represented 7.6% of assistant professors, 4.5% of associate professors, and 2.2% of full professors.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>At least as striking, Blacks and Hispanics together just occupied 5.6% of all full-time tenured and tenure-track economics positions across all institutions in 2012. In Ph.D. granting economics departments, Black economists represented 1.8% of assistant professors, 2.8% of associate professors, and 1.2% of full professors; Hispanics represented 7.6% of assistant professors, 4.5% of associate professors, and 2.2% of full professors.  </div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3502&oldid=prevAbayer1 at 11:28, 25 October 20132013-10-25T11:28:47Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 11:28, 25 October 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>:[[File:Ffacinfograph.png|405px]]      [[File:Bhfacinfograph.png|405px]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"> </ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For more information, see the following documents.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>For more information, see the following documents.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*http://www.aeaweb.org/committees/cswep/newsletters/CSWEP_nsltr_Winter20042.pdf</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*http://www.aeaweb.org/committees/cswep/newsletters/CSWEP_nsltr_Winter20042.pdf</div></td></tr>
</table>Abayer1https://wikis.swarthmore.edu/div_econ/index.php?title=Faculty_participation_data&diff=3501&oldid=prevAbayer1 at 11:28, 25 October 20132013-10-25T11:28:00Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 11:28, 25 October 2013</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*http://www.aeaweb.org/committees/CSMGEP/reports/csmgep_annual_report12_final.pdf</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*http://www.aeaweb.org/committees/CSMGEP/reports/csmgep_annual_report12_final.pdf</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*http://pubs.aeaweb.org/doi/pdfplus/10.1257/aer.102.3.631</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*http://pubs.aeaweb.org/doi/pdfplus/10.1257/aer.102.3.631</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">'''See more [[Participation data]].'''</ins></div></td></tr>
</table>Abayer1