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Gender Differences in Economics Course-Taking and Majoring: Findings from an RCT

Author

Listed:
  • Daniel Halim
  • Elizabeth T. Powers
  • Rebecca Thornton

Abstract

We use an RCT at an elite public university to evaluate whether undergraduate students in introductory economics courses could be nudged to pursue economics further. Two treatment arms provided information and framed the economics major as either having wide applicability or high financial returns. Both treatments nudged men to take more courses similarly, with no effects on women. Women with a lower-than-expected introductory course grade reduced course-taking in response to either treatment; men in this position were nudged to take more courses. Men with female TAs were also nudged to take more courses, while women were not.

Suggested Citation

  • Daniel Halim & Elizabeth T. Powers & Rebecca Thornton, 2022. "Gender Differences in Economics Course-Taking and Majoring: Findings from an RCT," AEA Papers and Proceedings, American Economic Association, vol. 112, pages 597-602, May.
    • Handle: RePEc:aea:apandp:v:112:y:2022:p:597-602
    DOI: 10.1257/pandp.20221120
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    Citations

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    Cited by:

    1. Buchanan, J., 2022. "Willingness to be paid: Who trains for tech jobs?," Labour Economics, Elsevier, vol. 79(C).
    2. Lucia Foster & Erika McEntarfer & Danielle H. Sandler, 2022. "Diversity and Labor Market Outcomes in the Economics Profession," Working Papers 22-26, Center for Economic Studies, U.S. Census Bureau.

    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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