Core graduate-level seminars, in many ways, establish the “canon” literature for scholars entering a discipline. In the study of American Politics, the contents of this canon vary widely across departments and instructors, with important implications for the perspectives to which graduate students are exposed. At a basic level, the demographic characteristics of the authors whose work is assigned can have a major impact on the diversity (or lack of diversity) of viewpoints presented in these introductory courses. Using a unique dataset derived from a survey of core American Politics graduate seminars at highly-ranked universities, this project assesses the gender diversity of the authors whose research is currently taught—overall and within a comprehensive list of topics and subtopics. We also assess the “substantive representation” of women (and other underrepresented groups) within the American Politics canon by examining the frequency with which gender, racial, and other forms of identity politics are taught in these introductory courses.