Ferrara, Zachary2021-11-112021-11-112021https://udspace.udel.edu/handle/19716/29361The relative underrepresentation of women in economics education and academia is an issue that has been well-documented, yet remains contentious with regard to its exact origins and perpetuation. Further, the existing literature on economic education research offers little on the gender composition of the subfield and, by extension, if the gender gap present in the overarching field is also evident within. This dissertation seeks to rectify these gaps in the research through a mix of quantitative and qualitative methods, approaching women’s representation in and experiences with economic education research from three different perspectives. ☐ The first empirical chapter utilizes survey data from a sample of economic education contributors to demonstrate how, even when controlling for significant research productivity factors, women produce fewer economic education articles than their male peers. The second, using the educational and work histories of a similar sample of researchers, shows how hypothetical author-editor social connections can bolster researchers’ publication outcomes in associated journals. The third pulls from interviews with a number of top female economic education contributors to present a set of themes common to their research experiences. Taken together, these results illustrate both the existence of a gender-based research gap in the economic education subfield and the ways in which the interaction between institutional and social systems can either help or hinder women’s progress therein.Economic educationGender-based research gapProductivity factorsEconomic education researchThesis1285066970https://doi.org/10.58088/bcy2-sz122021-08-09en