Women and Minorities in Economics Textbooks: Are They Being Adequately Represented?

Abstract

The author examined 12 recent editions of principles of economics textbooks to determine the quantity of race- and gender-related material. Comparing the results to earlier studies demonstrates how efforts to incorporate more such coverage within the economics curriculum have influenced economics textbooks. In general, there has been an increase in the quantitative coverage of race- and gender-related material as measured by the number of pages, names, and tables of the textbooks.

Key Words:

• economic education
• gender and race issues

Additional information

Notes on contributors

Denise Robson

Denise Robson is an assistant professor at the University of Wisconsin-Oshkosh (e-mail: [email protected]). The author wishes to thank the many reviewers and anonymous referees who provided helpful comments.