Factors contributing to the use of references to diversity, inclusion, and gender issues in undergraduate economics courses: Findings from the sixth national “chalk and talk” survey

References

• Ahlstrom, L. J., & Asarta, C. J. (2019). The gender gap in undergraduate economics course persistence and degree selection. AEA Papers and Proceedings, 109, 255–260. https://doi.org/10.1257/pandp.20191103
   Google Scholar
• Al-Bahrani, A. (2022). Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom. The Journal of Economic Education, 53(3), 259–272. https://doi.org/10.1080/00220485.2022.2075507
   Web of Science ®Google Scholar
• Allgood, S., & McGoldrick, K. (2021). Using readings beyond the textbook: A survey. The Journal of Economic Education, 52(4), 269–273. https://doi.org/10.1080/00220485.2021.1963375
   Web of Science ®Google Scholar
• American Economic Association (AEA). (2022). EDUCATE workshop: Details. https://www.aeaweb.org/about-aea/committees/economic-education/educate-workshop-details.
   Google Scholar
• Asarta, C. J., Chambers, R. G., & Harter, C. (2021). Teaching methods in undergraduate introductory economics courses: Results from a sixth national quinquennial survey. The American Economist, 66(1), 18–28. https://doi.org/10.1177/0569434520974658
   Google Scholar
• Association to Advance Collegiate Schools of Business (AACSB). (2021). Our commitment to diversity, equity, inclusion, and belonging. https://www.aacsb.edu/-/media/publications/research-reports/deib_positioning_paper.pdf?rev=1876431c9287467f9395358b2810dfbf.
   Google Scholar
• Association to Advance Collegiate Schools of Business (AACSB). (2022). 2020 Guiding principles and standards for business education. https://www.aacsb.edu/-/media/documents/accreditation/2020-aacsb-business-accreditation-standards-jul-1-2022.pdf?rev=b40ee40b26a14d4185c504d00bade58f&hash=9B649E9B8413DFD660C6C2AFAAD10429.
   Google Scholar
• Avilova, T., & Goldin, C. (2018). What can UWE do for economics? AEA Papers and Proceedings, 108, 186–190. https://doi.org/10.1257/pandp.20181103
   Google Scholar
• Bansak, C., & Starr, M. (2010). Gender differences in predispositions towards economics. Eastern Economic Journal, 36(1), 33–57. https://doi.org/10.1057/eej.2008.50
   Google Scholar
• Bayer, A. (2021). Diversifying economic quality. American Economic Association Committee on the Status of Minority Groups in the Economics Profession. http://diversifyingecon.org.
   Google Scholar
• Bayer, A., Bhanot, S. P., Bronchetti, E. T., & O’Connell, S. A. (2020). Diagnosing the learning environment for diverse students in introductory economics: An analysis of relevance, belonging, and growth mindsets. AEA Papers and Proceedings, 110, 294–298. https://doi.org/10.1257/pandp.20201051
   Google Scholar
• Bayer, A., Hoover, G. A., & Washington, E. (2020). How you can work to increase the presence and improve the experience of Black, Latinx, and Native American people in the economics profession. Journal of Economic Perspectives, 34(3), 193–219. https://doi.org/10.1257/jep.34.3.193
   Web of Science ®Google Scholar
• Bayer, A., & Rouse, C. E. (2016). Diversity in the economics profession: A new attack on an old problem. Journal of Economic Perspectives, 30(4), 221–242. https://doi.org/10.1257/jep.30.4.221
   Web of Science ®Google Scholar
• Bayer, A., & Wilcox, D. W. (2019). The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at U.S. colleges and universities. The Journal of Economic Education, 50(3), 299–320. https://doi.org/10.1080/00220485.2019.1618766
   Web of Science ®Google Scholar
• Buckles, K. (2019). Fixing the leaky pipeline: Strategies for making economics work for women at every stage. Journal of Economic Perspectives, 33(1), 43–60. https://doi.org/10.1257/jep.33.1.43
   Web of Science ®Google Scholar
• Calkins, L. N., & Welki, A. (2006). Factors explaining the choice of an economics major: Why some students never consider economics. International Journal of Social Economics, 31(5), 593–613.
   Google Scholar
• Chari, A., & Levenstein, M. (2023). The 2022 report on the status of women in the economics profession. Newsletter of the Committee on the Status of Women in the Economics Profession, 1, 10–35.
   Google Scholar
• Collins, J. M. (2008). Coming to America: Challenges for faculty coming to United States’ universities. Journal of Geography in Higher Education, 32(2), 179–188. https://doi.org/10.1080/03098260701731215
   Web of Science ®Google Scholar
• Emerson, T. L. N., McGoldrick, K., & Mumford, K. J. (2012). Women and the choice to study economics. The Journal of Economic Education, 43(4), 349–362. https://doi.org/10.1080/00220485.2012.714306
   Web of Science ®Google Scholar
• Fernhaber, S. A., & Hines, L. (2021). Integrating social justice and diversity discourse into existing classes within the business school. Journal of Education for Business, 96(4), 260–268. https://doi.org/10.1080/08832323.2020.1805397
   Web of Science ®Google Scholar
• Grice-Hutchinson, M. (1952). The School of Salamanca. Oxford: Clarendon Press. https://cdn.mises.org/The%20School%20of%20Salamanca_3.pdf.
   Google Scholar
• Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330–367. https://doi.org/10.17763/haer.72.3.01151786u134n051
   Web of Science ®Google Scholar
• Harter, C., & Asarta, C. J. (2022). Teaching methods in undergraduate intermediate theory, statistics and econometrics, and other upper-division economics courses: Results from a sixth national quinquennial survey. The American Economist, 67(1), 132–146. https://doi.org/10.1177/05694345211037904
   Google Scholar
• Harter, C., Becker, W., & Watts, M. (1999). Who teaches with more than chalk and talk? Eastern Economic Journal, 25(3), 343–356.
   Google Scholar
• Herring, C. (2009). Does diversity pay? Race, gender, and the business case for diversity. American Sociological Review, 74(2), 208–224. https://doi.org/10.1177/000312240907400203
   Web of Science ®Google Scholar
• Hoover, G. A., & Washington, E. (2022). Report: Committee on the status of minority groups in the economics profession (CSMGEP). AEA Papers and Proceedings, 112, 768–785.
   Google Scholar
• Hurtado, S. (2001). Linking diversity and educational purpose: How diversity affects the classroom environment and student development. In G. Orfield (Ed.), Diversity challenged: Evidence on the impact of affirmative action (pp. 187–203). Harvard Education Publishing Group.
   Google Scholar
• Kravitz, D. A. (2003). More women in the workplace: Is there a payoff in firm performance? Academy of Management Perspectives, 17(3), 148–149. https://doi.org/10.5465/ame.2003.19198794
   Google Scholar
• Laird, T. F. N. (2011). Managing the diversity inclusivity of college courses. Research in Higher Education, 52, 572–588.
   Web of Science ®Google Scholar
• Malgwi, C. A., Howe, M. A., & Burnaby, P. A. (2005). Influences on students’ choice of college major. Journal of Education for Business, 80(5), 275–282. https://doi.org/10.3200/JOEB.80.5.275-282
   Google Scholar
• Mannix, E., & Neale, M. A. (2005). What differences make a difference? The promise and reality of diverse teams in organizations. Psychological Science in the Public Interest, 6(2), 31–55. https://doi.org/10.1111/j.1529-1006.2005.00022.x
   PubMedGoogle Scholar
• Marshall, E. C., & Underwood, A. (2022). Is economics STEM? Process of (re)classification, requirements, and quantitative rigor. The Journal of Economic Education, 53(3), 250–258. https://doi.org/10.1080/00220485.2022.2075508
   Web of Science ®Google Scholar
• May, A. M., McGarvey, M. G., & Whaples, R. (2014). Are disagreements among male and female economists marginal at best?: A survey of AEA members and their views on economics and economic policy. Contemporary Economic Policy, 32(1), 111–132. https://doi.org/10.1111/coep.12004
   Google Scholar
• Mayhew, M. J., & Grunwald, H. E. (2006). Factors contributing to faculty incorporation of diversity-related course content. The Journal of Higher Education, 77(1), 148–168. https://doi.org/10.1353/jhe.2006.0005
   Web of Science ®Google Scholar
• Mousa, M. (2022). The hidden curriculum in business schools: Does it initiate the implementation of responsible management education in fragile states? A conceptual analytical study. Journal of Education for Business, 97(6), 393–400. https://doi.org/10.1080/08832323.2021.1973944
   Web of Science ®Google Scholar
• Murphy, M. C., Steele, C. M., & Gross, J. J. (2007). Signaling threat: How situational cues affect women in math, science, and engineering settings. Psychological Science, 18(10), 879–885. https://doi.org/10.1111/j.1467-9280.2007.01995.x
   PubMed Web of Science ®Google Scholar
• Pascarella, E. T., Martin, G. L., Hanson, J. M., Trolian, T. L., Gillig, B., & Blaich, C. (2014). Effects of diversity experiences on critical thinking skills over 4 years of college. Journal of College Student Development, 55(1), 86–92. https://doi.org/10.1353/csd.2014.0009
   Web of Science ®Google Scholar
• Rask, K., & Tiefenthaler, J. (2008). The role of grade sensitivity in explaining the gender imbalance in undergraduate economics. Economics of Education Review, 27(6), 676–687. https://doi.org/10.1016/j.econedurev.2007.09.010
   Web of Science ®Google Scholar
• Robson, D. (2001). Women and minorities in economics textbooks: Are they being represented? The Journal of Economic Education, 32(2), 186–191. https://doi.org/10.2307/1183494
   Web of Science ®Google Scholar
• Siegfried, J. J. (2022). Trends in undergraduate economics degrees, 2001-2021. The Journal of Economic Education, 53(3), 273–276. https://doi.org/10.1080/00220485.2022.2075511
   Web of Science ®Google Scholar
• Soisson, A. (2016). Seven bricks to lay the foundation for productive difficult dialogues. In M. Bart (Eds.), Faculty focus special report: Diversity and inclusion in the classroom (pp. 6–7). Magna Publications, Inc.
   Google Scholar
• Stevenson, B., & Zlotnick, H. (2018). Representation of men and women in introductory economics textbooks. AEA Papers and Proceedings, 108, 180–185. https://doi.org/10.1257/pandp.20181102
   Google Scholar
• Walker, M. R. (2007). The impact of business students’ diversity experiences within the business curriculum and co-curriculum on their openness to diversity [Dissertations]. The University of North Dakota ProQuest Dissertations Publishing, 3294623.
   Google Scholar
• Walstad, W., & Becker, B. (2010). Preparing graduate students in economics for teaching: Survey findings and recommendations. The Journal of Economic Education, 41(2), 202–210. https://doi.org/10.1080/00220481003613888
   Web of Science ®Google Scholar
• Watts, M., & Schaur, G. (2011). Teaching and assessment methods in undergraduate economics. The Journal of Economic Education, 42(3), 294–309. https://doi.org/10.1080/00220485.2011.581956
   Web of Science ®Google Scholar
• Worthington, A., & Higgs, H. (2004). Factors explaining the choice of an economics major: The role of student characteristics, personality and perceptions of the profession. International Journal of Social Economics, 31(5/6), 593–613. https://doi.org/10.1108/03068290410529416
   Google Scholar
• Zhang, M. M., Xia, J., Fan, D., & Zhu, J. C. (2016). Managing student diversity in business education: Incorporating campus diversity into the curriculum to foster inclusion and academic success of international students. Academy of Management Learning & Education, 15(2), 366–380. https://doi.org/10.5465/amle.2014.0023
   Web of Science ®Google Scholar