We investigate whether having an advisor of the same gender is correlated with the productivity of PhD science students and their propensity to stay in academic science. Our analysis is based an original dataset – combined from dissertation abstracts, faculty directories and bibliometric data – covering nearly 20,000 PhD graduates and their advisors from U.S. chemistry departments. We find that students working with advisors of the same gender tend to be more productive during the PhD; and that female students working with female advisors are considerably more likely to become faculty themselves. We suggest that the under-representation of women in science and engineering faculty positions may perpetuate itself through the lower availability of same-gender advisors for female students.
Bibliographical noteFunding Information:
This project was financed by GACR grant 16-05082S . We thank Alena Bicakova, Ina Ganguli, Alexander Lembcke, Francesco Avvisati, Paula Stephan and three anonymous referees for suggestions and comments. Natalia Kobylkina and Tetiana Holets provided excellent research assistance. We are grateful to Andrew Downing of CERGE-EI’s Academic Skill Center for careful professional editing. All errors are our own.
© 2018 Elsevier B.V.
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