This study uses data from the sixth national quinquennial survey on teaching and assessment methods in economics, also known as the "chalk and talk" survey, to examine, for the first time, how instructor, departmental, and institutional characteristics may contribute to the use of references to diversity, inclusion, and gender issues in undergraduate economics courses. Findings suggest that undergraduate students are differently exposed to these issues depending on the characteristics of the instructors, departments, and institutions. Our work provides a baseline for supporting targeted interventions to increase the use of issues related to diversity, inclusion, and gender in the economics classroom.