Can Women Teach Math (and Be Promoted)? A Meta-analysis of Gender Differences across Student Evaluations of Teaching

摘要

The magnitude of the gender leak in academic pipelines varies across disciplines. According to the American Association of University Women (AAUW), in 2019, 36 percent of full professors were women (AAUW 2020). In the same year, the Committee on the Status of Women in the Economics Profession reported that only 17.5 percent of full professors in economics were women (Chevalier 2019). The driving forces behind leaks are also likely to vary across disciplines. For female economists, the intersec-tionality of biases faced as a woman and from teaching math may make it particularly challenging to move through the ranks. Specifically, incongruity between social expectations of their work and gender roles leads to biases that cause women in quantitative fields to experience vastly different career outcomes than men and women in other fields (Ridgeway and Correll 2004, Riegle-Crumb and Humphries 2012). This is exacerbated by economics being heavily populated by men, among both students and professors.