This paper investigates male-female earnings and tenure differentials in economics faculty, with a focus on how these differentials vary across four-year institutions of different US News and World Report rankings and Carnegie classifications. While existing literature has established that sex-based differences in earnings and tenure exist in academia, these studies typically focus on narrow subsets of universities, leaving the broader U.S. higher education system unexplored. This paper uses data from the Survey of Doctorate Recipients (SDR), which tracks PhD holders in science, engineering, and health fields. I further link the SDR data with institutional data from the In- tegrated Postsecondary Education Data System (IPEDS) and US News and World Report National University and Liberal Arts University rankings. The study employs linear earnings regressions, linear probability models, and multiple duration and survival models to estimate the impact of sex, university size, rank, and classification on academic tenure status and salaries. Results indicate that female respondents encounter the largest earnings differential at Doctoral institutions, earning 32.7% less than their male peers. Rankings impact male and female respondents differently, with larger positive coecients on high rankings for female respondents and modest to no benefit of employment at a ranked liberal arts university for men. Models for tenure likelihood and timing yield mixed results, which demands further research.
The Econ Games is an experiential learning competition where students apply economic and data analysis skills to solve real-world business challenges. The 2026 event included over 200 students from 29 institutions. This paper uses pre- and post-surveys to assess how participation enhances skills such as data analysis, problem-solving, teamwork, and presentation abilities. By aligning survey responses with NACE competencies, we examine students' perceived readiness for the workforce. Research shows that competitive learning environments improve engagement, problem-solving, and workplace preparedness (Wang et al., 2019; Udeozor et al., 2023). The Econ Games fosters collaboration, critical thinking, and professional identity, contributing to long-term engagement in economics. Our findings show students showed real growth in preparation for careers in Economics. Exact findings differ by gender and college major, but there is consistent evidence of growth in critical thinking and communication of economic ideas across all subgroups.
This paper examines the career trajectories of STEM faculty following tenure denial, asking whether post-denial outcomes — including institutional exit, downward or lateral moves, transitions outside academia, and eventual re-entry into the tenure track — differ systematically by gender and other demographic characteristics. Using a staggered event study design applied to the Survey of Doctorate Recipients, I estimate the causal effect of tenure denial on subsequent employment outcomes and test whether these effects are heterogeneous across demographic and positional characteristics.
Northern Kentucky University Haile Research Lab - January 2026
Conference on Teaching and Research in Economic Education (presiding) - May 2026
Southern Economic Association - November 2026*
Southern Economic Association - Tampa, FL