Trends and Characteristics of Economics Degrees in a Developing Country: The Case of Mexico

Abstract

This article documents trends in enrollment in undergraduate economics programs in Mexico in 1970–2007 and discusses the characteristics of the programs—particularly the typical curriculum and graduation requirements—and the entry of graduates into the job market. Recent data show a pattern in enrollment rates surprisingly similar to those of developed countries. First-year enrollment has been decreasing relative to enrollment in other undergraduate programs, mostly because of the rise of substitute majors. This confirms a declining trend observed in the developed world. In contrast to other developed countries, Mexico has seen a steady increase in the participation of women, who currently represent more than 40 percent of total enrollment in economics programs. This trend is not exclusive to economics, but is similar to the average enrollment of women in other majors.

Keywords:

• economics curriculum
• economics degree
• enrollments
• Mexico

JEL codes:

• A22
• I21

The authors thank Lucía Cerrilla and Javier Orellana for their valuable research assistance.

Notes

1. Other hypotheses emphasize the role of the business cycle in the enrollment in economics programs (see, e.g., Margo and Siegfried 1996). However, these hypotheses provide cyclical explanations and hence cannot account for a long-run declining trend like the one identified here. For a closer exploration of these topics for the Mexican case, see. Villagómez, Duval, and Cerrilla 2008.

2. These two institutions have been ranked as having the best economic programs for the last eight years by two national newspapers, Reforma and El Universal.

3. This is one clear difference with the minor–major system of U.S. universities.

4. Again, for many years, some Mexican employers did not require job applicants to present a certified diploma. This has been changing over time.