Difference between revisions of "Participation data"

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Jump to: navigation, search
 
(20 intermediate revisions by 3 users not shown)
Line 1: Line 1:
According to the most recent data, just over 10 percent of full professors in Ph.D. granting Economics departments are women and only 3 percent are African American or Hispanic.  Disproportionate participation rates continue in the current undergraduate population as well; about one-third of undergraduate economics majors are women, and about 10 percent are students of color. These participation rates are lower than those typically observed in science and engineering.
+
[[File:EconDegnew.png|120px|left|link=Undergraduate participation data]]
 +
According to data collected by the AEA, just over 10 percent of full professors in Ph.D. granting Economics departments are women and only 3 percent are African American or Hispanic.  Disproportionate participation rates continue in the current undergraduate population as well; about one-third of undergraduate economics majors are women, and about 10 percent are students of color. These participation rates are lower than those typically observed in science and engineering.
 +
[[File:DocEcon.png|left|120px|link=Doctorate participation data]]
 +
[[File:Bhfacinfograph.png|122px|left|link=Faculty participation data]]
 +
The lower participation rates of women and ethnic/racial minorities in Economics is a problem at all levels of education. Often discussion focuses on the "leak" along the academic pipeline, where the academic pipeline is a metaphor for the procession of students from high school graduates to the end point in academia, tenured professorships. Originally coined to describe the dearth of women in STEM fields, this metaphor is now used more universally to describe how women and members of minority groups are absent from higher ranks of academia. 
 +
The data cited here, however, reveal that our profession has a particular problem at the undergraduate level. A recent [http://www.aeaweb.org/committees/CSMGEP/resources/ report] by the AEA's Committee on the Status of Minority Groups in the Economics Profession documents this problem well: "...the underrepresentation of Blacks and Hispanics among econ Ph.D.s relates to their underrepresentation among econ undergraduates, and not necessarily from a lack of interest of minority econ majors in pursuing a Ph.D." (Mora, 2012).
 +
 +
Without encouraging greater interest at the undergraduate level, attempts to increase the participation rates of women and minorities at higher levels are unlikely to succeed.
 +
 +
'''The following sections present patterns of participation for members of various groups at various stages in the field of Economics.'''
  
The lower participation rates of women and ethnic/racial minorities in Economics is a problem at all levels of education, but is more pervasive at higher levels of education. For example, though women constituted approximately 30% of both undergraduates degrees as of 2009, they compromise only 10 percent of full professors in Ph.D. granting Economics departments, as previously mentioned. This indicates a "leak" along these women's academic pipeline. The academic pipeline is a metaphor for the procession of students from high school graduates to the end point in academia, tenured professorships. Originally coined to describe the dearth of women in STEM fields, this metaphor is now used more universally to describe how women and members of minority groups 'leak' out of the pipeline (i.e., leave academia for non-academic pursuits) earlier than men or Caucasian individuals respectively.
+
::::::* [[Undergraduate participation data]]
  
The following sections present patterns of participation for members of various groups at various stages in the field of Economics.
+
::::::* [[Doctorate participation data]]
  
* [[Undergraduate participation data]]  
+
::::::* [[Faculty participation data]]
 +
 
 +
 
 +
 +
For more information, see
  
* [[Doctorate participation data]]
+
*[https://www.newyorkfed.org/data-and-statistics/data-visualization/diversity-in-economics#interactive/overview Who is Being Trained in Economics? The Race, Ethnicity, and Gender of Economics Majors at U.S. Colleges and Universities]
  
* [[Faculty participation data]]
+
*[https://doi.org/10.1080/00220485.2019.1618766 The Unequal Distribution of Economic Education], Bayer, A., & Wilcox, D. W. (2019). ''The Journal of Economic Education'', 1-22.
  
 +
*[https://www.aeaweb.org/articles?id=10.1257/jep.30.4.221 Diversity in the Economics Profession: A New Attack on an Old Problem], Bayer, A., & Rouse, C. E. (2016). ''Journal of Economic Perspectives'', 30(4), 221-42.
  
For more information, see
+
*[https://www.aeaweb.org/content/file?id=570 Where are the Women Economics Majors?] CSWEP Newsletter, Summer 2013.
 +
 
 +
*[https://www.aeaweb.org/content/file?id=9270 Report of the Committee on the Status of Women in the Economics Profession], 2018.
  
* 2011 Report of the Committee on the Status of Women in the Economics Profession: [http://www.aeaweb.org/committees/cswep/annual_reports/2011_CSWEP_Annual_Report.pdf] 
+
*[https://www.aeaweb.org/content/file?id=9030 Report on the Committee on the Status of Minority Groups in the Economics Profession], 2018.
  
* Report on the Committee on the Status of Minority Groups in the Economics Profession, December 2011: [http://www.aeaweb.org/committees/CSMGEP/reports/csmgep_annual_report11_final.pdf]
+
*[https://www.aeaweb.org/content/file?id=7558 Racial and Ethnic Differences among Economics Baccalaureates], Mora, M.T. (2012) ''The Minority Report.'' AEA 1, 9-11.

Latest revision as of 17:40, 2 December 2019

EconDegnew.png

According to data collected by the AEA, just over 10 percent of full professors in Ph.D. granting Economics departments are women and only 3 percent are African American or Hispanic. Disproportionate participation rates continue in the current undergraduate population as well; about one-third of undergraduate economics majors are women, and about 10 percent are students of color. These participation rates are lower than those typically observed in science and engineering.

DocEcon.png
Bhfacinfograph.png

The lower participation rates of women and ethnic/racial minorities in Economics is a problem at all levels of education. Often discussion focuses on the "leak" along the academic pipeline, where the academic pipeline is a metaphor for the procession of students from high school graduates to the end point in academia, tenured professorships. Originally coined to describe the dearth of women in STEM fields, this metaphor is now used more universally to describe how women and members of minority groups are absent from higher ranks of academia. The data cited here, however, reveal that our profession has a particular problem at the undergraduate level. A recent report by the AEA's Committee on the Status of Minority Groups in the Economics Profession documents this problem well: "...the underrepresentation of Blacks and Hispanics among econ Ph.D.s relates to their underrepresentation among econ undergraduates, and not necessarily from a lack of interest of minority econ majors in pursuing a Ph.D." (Mora, 2012).

Without encouraging greater interest at the undergraduate level, attempts to increase the participation rates of women and minorities at higher levels are unlikely to succeed.

The following sections present patterns of participation for members of various groups at various stages in the field of Economics.


For more information, see