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Following in Her Footsteps? Women's College Majors and Faculty Gender Composition

Author

Listed:
  • Brandice J. Canes

    (Stanford University)

  • Harvey S. Rosen

    (Princeton University)

Abstract

It is frequently asserted that a college's female undergraduate enrollment in the sciences and engineering can be increased by raising female representation on the faculties in these areas. Despite the widespread acceptance of this proposition, it does not appear to have been subjected to any kind of serious statistical analysis. In this paper, we assemble panel data from three rather different educational institutions, and use them to examine the relationship between the gender composition of the students in an academic department and the gender composition of its faculty at the time the students were choosing their majors. We find no evidence for the conventional view that an increase in the share of females on a department's faculty leads to an increase in its share of female majors.

Suggested Citation

  • Brandice J. Canes & Harvey S. Rosen, 1993. "Following in Her Footsteps? Women's College Majors and Faculty Gender Composition," Working Papers 700, Princeton University, Department of Economics, Industrial Relations Section..
    • Handle: RePEc:pri:indrel:321
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    Citations

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    Cited by:

    1. Paula Haslehurst & Sandra Hopkins & Michael Thorpe, 1998. "‘Not Rewarding’, ‘Not Relevant’, ‘Not Interesting’: Career Choices of Female Economics Students," The Economic and Labour Relations Review, , vol. 9(1), pages 108-122, June.
    2. Shulamit B. Kahn, 1995. "Women in the Economics Profession," Journal of Economic Perspectives, American Economic Association, vol. 9(4), pages 193-206, Fall.

    More about this item

    Keywords

    education; role model;

    JEL classification:

    • C14 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods and Methodology: General - - - Semiparametric and Nonparametric Methods: General

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