The Gender Gap: Who Is (and Is Not) Included on Graduate-Level Syllabi in Social/Personality Psychology
Linda J Skitka1, Zachary J Melton1, Allison B Mueller2
1University of Illinois at Chicago, USA.
Personality & Social Psychology Bulletin
|August 29, 2020
Summary
Social psychology graduate syllabi show underrepresentation of female first authors, with no improvement since the 1980s. This lack of inclusion persists despite the availability of research by women in the field.
Area of Science:
- Social Psychology
- Gender Studies in Academia
Background:
- Academic syllabi shape future research directions and scholarly recognition.
- Historical and ongoing gender disparities in scientific authorship are a concern.
Purpose of the Study:
- To quantify the representation of female first authors in U.S. social/personality psychology graduate syllabi.
- To assess trends in the inclusion of female-authored work over time.
- To investigate factors influencing the inclusion rates of papers by female first authors.
Main Methods:
- A random sample of U.S. social/personality psychology graduate syllabi was obtained.
- Over 3,400 cited papers were coded for author gender and other characteristics.
- Statistical analysis was used to examine inclusion rates and trends.
Main Results:
- Less than 30% of papers on the syllabi featured female first authors.
- No significant trend toward increased inclusion of female first-authored papers was observed since the 1980s.
- Inclusion rates were not explained by a preference for older papers or the availability of female-authored research.
Conclusions:
- Social psychology graduate syllabi demonstrate a persistent underrepresentation of female first authors.
- Current pedagogical practices may not reflect progress in gender diversity within the field.
- Further investigation into systemic factors contributing to this disparity is warranted.
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