Gender, Race, Age, and National Origin Predict Whether Faculty Assign Female-Authored Readings in Graduate Syllabi
Gender, Race, Age, and National Origin Predict Whether Faculty Assign Female-Authored Readings in Graduate Syllabi
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DOI：
10.1017/s1049096519001239
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发表时间：
2020-01-01
影响因子：
3.3
通讯作者：
Kim, Hannah June
中科院分区：
文献类型：
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作者：
Smith, Amy Erica;Hardt, Heidi;Kim, Hannah June
许多研究记录了女学者在政治学出版物和引文中的代表性不足，但很少有人研究研究研究生教学大纲。在这项研究中，我们评估了教师的个人特征（即，种族，性别和年龄），他们分配的读数。我们使用的是什么-据我们所知-迄今为止最大的研究生阅读数据集：GRaduate数据集（GRADS），在94个美国博士课程的840个教学大纲中有75，601个读数。我们报告几个调查结果。首先，总的来说，教师很少分配女性撰写的奖学金相对于妇女出版的比率。其次，女性、有色人种和来自性别平等程度较高的国家的教师，比白色男性教师和来自性别不平等程度较低的国家的教师，分配了更多的女性作者的阅读材料。第三，在女性而不是男性中，年长的教师分配更多女性撰写的作品。我们认为，女性在教学大纲中的代表性不足可能会导致“泄漏管道”，这描述了女性在学术生涯中的自然减员。
Numerous studies document female scholars' underrepresentation in political science publications and citations, yet few examine graduate syllabi. In this study, we assess the impact of instructors' individual characteristics (i.e., race, gender, and age) on which readings they assign. We use what is-to our knowledge-the largest dataset of graduate readings to date: the GRaduate Assignments DataSet (GRADS), with 75,601 readings from 840 syllabi in 94 US PhD programs. We report several findings. First, overall, instructors infrequently assign female-authored scholarship relative to the rates at which women publish. Second, instructors who are women, people of color, and those from more gender-equal countries assign significantly more female-authored readings than white male instructors and those from less gender-equal countries. Third, among women-but not men-older instructors assign more female-authored work. We suggest that women's underrepresentation on syllabi may contribute to "the leaky pipeline," which describes women's attrition from academic careers.