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Women Helping Women? Role-Model and Mentoring Effects on Female Ph.D. Student in Economics

  • David Neumark
  • Rosella Gardecki

One potential method to increase the success of female graduate students in economics may be to encourage mentoring relationships between these students and female faculty members. Increased hiring of female faculty is viewed as one way to promote such mentoring relationships, perhaps because of role-model effects. A more direct method of promoting such relationships may be for female graduate students to have female faculty serve as dissertation chairs. The evidence in this paper addresses the question of whether either of these strategies results in more successful outcomes for female graduate students. The evidence is based on survey information on female graduate students and faculties of Ph.D.-producing economics departments, covering the mid-1970s to the early 1990s. With respect to characteristics of the institutions at which students are first placed when leaving graduate school, the empirical evidence provides no support for the hypothesis that outcomes for female graduate students are improved by adding female faculty members, or by having a female dissertation chair. However, with respect to time to complete graduate school, and the completion rate, there is some limited evidence of beneficial effects of female faculty members.

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File URL: http://www.nber.org/papers/w5733.pdf
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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 5733.

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Date of creation: Aug 1996
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Publication status: published as Journal of Human Resources, Vol. 33, no. 1 (Winter 1998): 220-246.
Handle: RePEc:nbr:nberwo:5733
Note: LS
Contact details of provider: Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
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  1. Sara J. Solnick, 1995. "Changes in women's majors from entrance to graduation at women's and coeducational colleges," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 505-514, April.
  2. Ronald G. Ehrenberg, 1995. "Role Models in Education," ILR Review, Cornell University, ILR School, vol. 48(3), pages 482-485, April.
  3. Sara J. Solnick, 1995. "Changes in Women's Majors from Entrance to Graduation at Women's and Coeducational Colleges," ILR Review, Cornell University, ILR School, vol. 48(3), pages 505-514, April.
  4. Brandice J. Canes & Harvey S. Rosen, 1995. "Following in Her Footsteps? Faculty Gender Composition and Women's Choices of College Majors," ILR Review, Cornell University, ILR School, vol. 48(3), pages 486-504, April.
  5. Shulamit B. Kahn, 1995. "Women in the Economics Profession," Journal of Economic Perspectives, American Economic Association, vol. 9(4), pages 193-206, Fall.
  6. Pamela S. Tolbert & Tal Simons & Alice Andrews & Jaehoon Rhee, 1995. "The Effects of Gender Composition in Academic Departments on Faculty Turnover," ILR Review, Cornell University, ILR School, vol. 48(3), pages 562-579, April.
  7. Karen Dynan & Cecilia Rouse, 1995. "The Underrepresentation of Women in Economics: A Study of Undergraduate Economics Students," Working Papers 727, Princeton University, Department of Economics, Industrial Relations Section..
  8. Donna S. Rothstein, 1995. "Do Female Faculty Influence Female Students' Educational and Labor Market Attainments?," ILR Review, Cornell University, ILR School, vol. 48(3), pages 515-530, April.
  9. Ronald G. Ehrenberg & Donna S. Rothstein, 1993. "Do Historically Black Institutions of Higher Education Confer Unique Advantages on Black Students: An Initial Analysis," NBER Working Papers 4356, National Bureau of Economic Research, Inc.
  10. Jill M. Constantine, 1995. "The effect of attending historically black colleges and universities on future wages of black students," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 531-546, April.
  11. Jill M. Constantine, 1995. "The Effect of Attending Historically Black Colleges and Universities on Future Wages of Black Students," ILR Review, Cornell University, ILR School, vol. 48(3), pages 531-546, April.
  12. Hansen, W Lee, 1991. "The Education and Training of Economics Doctorates: Major Findings of the Executive Secretary of the American Economic Association's Commission on Graduate Education in Economics," Journal of Economic Literature, American Economic Association, vol. 29(3), pages 1054-87, September.
  13. Pamela S. Tolbert & Alice Andrews & Tal Simons & Jaehoon Rhee, 1995. "The effects of gender composition in academic departments on faculty turnover," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 562-579, April.
  14. Broder, Ivy E, 1993. "Professional Achievements and Gender Differences among Academic Economists," Economic Inquiry, Western Economic Association International, vol. 31(1), pages 116-27, January.
  15. Larry D. Singell & Joe A. Stone, 1993. "Gender Differences In Ph.D. Economists' Careers," Contemporary Economic Policy, Western Economic Association International, vol. 11(4), pages 95-106, October.
  16. Karen E. Dynan & Cecilia Elena Rouse, 1995. "The Underrepresentation of Women in Economics: A Study of Undergraduate Economics Students," NBER Working Papers 5299, National Bureau of Economic Research, Inc.
  17. Donna S. Rothstein, 1995. "Do female faculty influence female students' educational and labor market attainments?," Industrial and Labor Relations Review, ILR Review, Cornell University, ILR School, vol. 48(3), pages 515-530, April.
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