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Undergraduate Gender Diversity and the Direction of Scientific Research

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  • Francesca Truffa
  • Ashley Wong

Abstract

Can diversity lead to greater research focus on populations under-represented 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 percent 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.

Suggested Citation

  • Francesca Truffa & Ashley Wong, 2025. "Undergraduate Gender Diversity and the Direction of Scientific Research," American Economic Review, American Economic Association, vol. 115(7), pages 2414-2448, July.
    • Handle: RePEc:aea:aecrev:v:115:y:2025:i:7:p:2414-48
    DOI: 10.1257/aer.20221561
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    More about this item

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • O31 - Economic Development, Innovation, Technological Change, and Growth - - Innovation; Research and Development; Technological Change; Intellectual Property Rights - - - Innovation and Invention: Processes and Incentives
    • O34 - Economic Development, Innovation, Technological Change, and Growth - - Innovation; Research and Development; Technological Change; Intellectual Property Rights - - - Intellectual Property and Intellectual Capital

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