Diversify the syllabi: Underrepresentation of female authors in college course readings.

Abstract

Emerging evidence demonstrates that female-authored publications are not well represented in course readings in some fields, resulting in a syllabi gender gap. Lack of representation may decrease student awareness of opportunities in professional fields and disadvantage the career success of female academics. We contribute to the evidence on the syllabi gender gap by: 1) quantifying the extent to which female authors are represented in assigned course readings; 2) examining representation of female authors by gender of instructor and discipline; and 3) comparing female representation in syllabi with the workforce and with representation as authors of peer-reviewed journal articles. From a list of courses offered in 2018-2019 at Washington University in St. Louis, we selected a stratified random sample of course syllabi from four disciplines (humanities; social science; science, technology, engineering, and mathematics; and other). We coded the gender of course instructors and course reading authors using the genderize application programming interface. We examined representation of female authors at the reading, course, and discipline level using descriptive statistics and data visualization. The final sample included 2435 readings from 129 unique courses. The mean percentage of female authors per reading was 34.1%; 822 (33.8%) of readings were female-led (i.e., a female first or sole author). Female authorship varied by discipline, with the highest percentage of female-led readings in social science (40%). Female instructors assigned a higher percentage of readings with female first authors and readings with higher percentages of females on authorship teams. The representation of female authors on syllabi was lower than representation of females as authors in the peer-reviewed literature or in workforce. Adding to evidence of the syllabi gender gap, we found that female authors were underrepresented as sole and first authors and as members of authorship teams. Since assigned readings promote academic scholarship and influence workforce diversity, we recommend several strategies to diversify the syllabi through increasing awareness of the gap and improving access to female-authored publications.