Women ask for less (only from men): Evidence from bargaining in the field

Hernandez-Arenaz, Iñigo; Iriberri, Nagore

doi:10.1016/j.jebo.2018.06.010

Cited by 47 publications

(21 citation statements)

References 24 publications

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“…Similar results can be found in Kahn (1993), Broder (1993), McDowell et al (1999), European Commission (2009, or National Science Foundation (2009). Possible explanations for these gender differences in labor market outcomes are discussed by Heilman and Chen (2005), Croson and Gneezy (2009), Lalanne and Seabright (2011), Hederos Eriksson and Sandberg (2012), Hernández-Arenaz and Iriberri (2016) or Leibbrandt and List (2015), among others.…”

Section: Introductionmentioning

confidence: 99%

Gender Bias in Teaching Evaluations

2017

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Section: Introductionmentioning

confidence: 99%

Gender Bias in Teaching Evaluations

2017

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“…Similar results can be found in Kahn (1993), Broder (1993), McDowell et al (1999), European Commission (2009), or National Science Foundation (2009. Possible explanations for these gender differences in labor market outcomes are discussed by Heilman and Chen (2005), Croson and Gneezy (2009), Lalanne and Seabright (2011), Hederos Eriksson and Sandberg (2012), Hernández-Arenaz and Iriberri (2016) or Leibbrandt and List (2015), among others.…”

mentioning

confidence: 99%

Gender Bias in Teaching Evaluations

Mengel

Sauermann

Zölitz

2018

Journal of the European Economic Association

306

197

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*This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students' grades nor self-study hours are affected by the instructor's gender, we find that women receive systematically lower teaching evaluations than their male colleagues. This bias is driven by male students' evaluations, is larger for mathematical courses and particularly pronounced for junior women. The gender bias in teaching evaluations we document may have direct as well as indirect effects on the career progression of women by affecting junior women's confidence and through the reallocation of instructor resources away from research and towards teaching. JEL Classification:J16, J71, I23, J45

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“…Eriksson and Sandberg (2012) find that women are less likely to initiate a negotiation than men, but only when they are matched with a woman. Hernandez-Arenaz and Iriberri (2018) observe that women demand less in a bargaining game in the field, but only when matched with a man. Using an ultimatum game, Eckel and Grossman (2001) observe that men accept more offers from women than from men.…”

Section: Introductionmentioning

confidence: 89%

The Effect of Gender and Gender Pairing on Bargaining: Evidence from an Artefactual Field Experiment

2020

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show abstract

Women ask for less (only from men): Evidence from bargaining in the field

Cited by 47 publications

References 24 publications

Gender Bias in Teaching Evaluations

Gender Bias in Teaching Evaluations

Gender Bias in Teaching Evaluations

The Effect of Gender and Gender Pairing on Bargaining: Evidence from an Artefactual Field Experiment

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