GENDER REPRESENTATION DISPARITY IN GRADUATE EDUCATION MATERIALS

 

Taylor N. Trummel

Graduate Student at University of California San Diego, School of Global Policy and Strategy, USA, ttrummel@ucsd.edu

 

 Abstract

This paper examines the gender representation disparity within syllabi in courses from UC San Diego’s graduate School of Global Policy and Strategy (GPS). It uses a dataset observing the syllabi of the 2017-18 academic year and accounts for the gender composition of assigned readings within syllabi. It includes variables such as publication year, department, and faculty’s gender in the study. It tests the results found in 1,996 assigned readings from 95 International Affairs courses taught by 55 faculty members or lecturers. Overall, it finds women are included in roughly 1/3 of all assigned readings at GPS. This proportion diminishes as we apply stricter, narrower definitions and constraints on the data. In comparison to Management and Political Science, the study finds Economics to be the department with the worst trends in parity within the disciplines of International Affairs. The study reveals statistically significant correlations between the assignment of female written articles and the faculty member’s gender, publication year, and for cases of multiple authors on the same work. It also uncovers only one faculty member from the sample with gender balanced syllabi. The paper discusses other related research and explains the importance for equal representation in teaching materials. Discussing implicit bias, the paper suggests that rather than intentionally discriminating against female authors, academics rely on antiquated canon, which perpetuates a problem by utilizing the publications of disproportionately male expertise when creating their course syllabi. It then suggests several solutions to alleviate the disparity to include the use of the Gender Balance Assessment Tool, the consultation of sources such as Women Also Know Stuff, including more recent publications, and practicing consciousness.

Keywords: gender and politics; education; representation; international affairs; inequality