Pedagogy, Gender, and Interest in Economics

Abstract

Using a large multi-school sample, the authors examined how the characteristics and attitudes of students interact with the pedagogy and attributes of the instructor to influence students' decisions to study economics beyond the first semester. They found that students who have a predisposition to major in economics, who find economics relevant, who believe they understand economics as well as their classmates, and who expect higher grades in economics relative to their other classes are more likely to continue. They found evidence that teaching techniques and evaluation methods influence all of these factors except for the predisposition to major in economics. Some, but not all, of these techniques are particularly successful in influencing the decisions of female students.

Key Words:

• economics major
• gender
• pedagogy
• teaching

Additional information

Notes on contributors

Ann L. Owen

Elizabeth J. Jensen (e-mail: [email protected]) is a professor of economics, and Ann L. Owen is an assistant professor of economics: both are at Hamilton College. Jessica Manieri, Elena Savostianova, and David Trzepacz provided excellent research assistance. The authors are grateful to John Ashworth, Karen Dynan, Kyle Kauffman, Jeffrey Pliskin, Robert Turner, the editor, and two anonymous referees for helpful comments and to all the instructors who participated in the survey.