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Improving Introductory Economics Course Content and Delivery Improves Outcomes for Women

Avery, Mallory and Caldwell, Jane and Schunn, Christian and Wolfe, Katherine (2023) Improving Introductory Economics Course Content and Delivery Improves Outcomes for Women. (Unpublished)

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The presentation of economics in introductory courses has been highlighted as potentially exacerbating the underrepresentation of women in economics. We study the impact of a gender-neutral change in content and instruction in introductory economics courses intended to increase student engagement. By implementing meaningful applied problems and structured group work, our intervention focuses on the students’ perceptions of “what” economics is and “how” economics is used. Using institutional data of 8,727 students over 9 semesters we find that the intervention improved women’s grades relative to men’s in both Introductory Microeconomics and Macroeconomics and eliminated underperformance by women in Introductory Macroeconomics relative to men at baseline. These effects are evidence that the course content and delivery impacts the experiences and outcomes of female students in economics education.


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Item Type: Article
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Avery, Mallorymallory.avery@monash.edumla490000-0003-3447-862X
Caldwell, Janejanec@pitt.edujanec
Schunn, Christianschunn@pitt.eduschunn0000-0003-3589-297X
Wolfe, Katherinekwolfe@pitt.edukwolfe0000-0002-3670-1461
Date: 26 January 2023
Schools and Programs: Dietrich School of Arts and Sciences > Economics
Refereed: No
Uncontrolled Keywords: Economics Instruction, Undergraduate Education, Gender, Inclusion, Pipeline
Article Type: Research Article
Additional Information: JEL Codes: A22, I21, I29, J16
Date Deposited: 27 Jan 2023 17:18
Last Modified: 27 Jan 2023 17:18


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