Data I’ve collected and worked with during my PhD shows that women are also less central in the social network of informal collaboration. This refers to the process among academics of providing feedback and helping other authors to improve their work through comments and engagements. Such networks enable the global flow of knowledge, which is crucial for research.

Sexism in higher education, of course, is not unique to West Point. Less than a third of tenure or tenure-track positions in the hard and social sciences are women; women make up less than a quarter of the full professors in those disciplines. The Survey of Doctoral Recipients’ national data show that married mothers of young children are 33 percent less likely to get tenure-track jobs than their male counterparts. Meanwhile, women are vastly more likely to serve in adjunct positions.

“He told me the lecture was ‘part humor and part to teach sexual dimorphism. My professors have managed to teach me about sexual dimorphism without being discriminatory and transphobic.”

In Los Angeles, Latinos reported 3.5% fewer instances of spousal abuse in the first six months of the year compared with 2016, while reporting among non-Latino victims was virtually unchanged, records show. That pattern extends beyond Los Angeles to cities such as San Francisco and San Diego, which recorded even steeper declines of 18% and 13%, respectively.

So one of the first steps, surely, would be for academies to address their own gender gaps. But there’s a data problem. Academies simply don’t know how they’re doing when it comes to the representation of women compared to their counterparts within the science-policy environment. So they’re unable to monitor their progress

An academic’s career development depends on being visible to peers. Academic publishing influences job prospects and promotion. So when women are under represented in scholarly articles, it could slow their progress up the academic ladder.

We found that the gender imbalance stems largely from “internal” service to the department or institution, commitments such as taking part in meetings and belonging to committees that, say, design and run academic programs, admit students or handle recruitment.

Ranked on a scale from zero to 100, the evaluations place female instructors an average of 37 slots below male ones. Students taught by women gave lower ratings even to teaching materials that were the same for all course instructors, such as the textbooks and the online learning platform.

A pervasive myth about the missing women students in economics – about 300,000 of them in the US alone by our rough count – is that the problem is their poor maths skills. You know: economics is too maths focused, and women are maths-phobic, right? That must be the problem. Wrong.