Avery, Mallory and Caldwell, Jane and Schunn, Christian and Wolfe, Katherine
(2023)
Improving Introductory Economics Course Content and
Delivery Improves Outcomes for Women.
(Unpublished)
Abstract
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.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}