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Pedagogy, Gender, and Interest in Economics

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  • Elizabeth J. Jensen
  • Ann L. Owen

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.

Suggested Citation

  • Elizabeth J. Jensen & Ann L. Owen, 2001. "Pedagogy, Gender, and Interest in Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(4), pages 323-343, January.
    • Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:323-343
    DOI: 10.1080/00220480109596112
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    References listed on IDEAS

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    1. Robin L. Bartlett, 2000. "Report of the Committee on the Status of Women in the Economics Profession," American Economic Review, American Economic Association, vol. 90(2), pages 521-527, May.
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    Citations

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    Cited by:

    1. Tisha L. N. Emerson & KimMarie McGoldrick & John J. Siegfried, 2018. "The Gender Gap in Economics Degrees: An Investigation of the Role Model and Quantitative Requirements Hypotheses," Southern Economic Journal, John Wiley & Sons, vol. 84(3), pages 898-911, January.
    2. Ann L. Owen, 2011. "Student Characteristics, Behavior, and Performance in Economics Classes," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 32, Edward Elgar Publishing.
    3. Allison Shwachman Kaminaga & Aziz N. Berdiev & Laura Beaudin, 2024. "Using the Fed Challenge to Enrich the Teaching of a Money and Banking Class," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 50(2), pages 213-234, April.
    4. Grace Eau & Derek Hoodin & Tareena Musaddiq, 2022. "Testing the effects of adaptive learning courseware on student performance: An experimental approach," Southern Economic Journal, John Wiley & Sons, vol. 88(3), pages 1086-1118, January.
    5. Ann L. Owen & Elizabeth J. Jensen, 2000. "Why Are Women Such Reluctant Economists? Evidence from Liberal Arts Colleges," American Economic Review, American Economic Association, vol. 90(2), pages 466-470, May.
    6. Robin Bartlett & Marianne Ferber & Carole Green, 2009. "The Committee on Economic Education: Its Effect on the Introductory Course and Women in Economics," Forum for Social Economics, Taylor & Francis Journals, vol. 38(2-3), pages 153-172, January.
    7. Wayne A Grove x & Stephen Wu, 2011. "Factors Influencing Student Performance in Economics: Class and Instructor Characteristics," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 33, Edward Elgar Publishing.
    8. Andrew Austin & Nathaniel T. Wilcox, 2004. "Believing in Economic Theory: Sex, Lies, Evidence, Trust and Ideology," CERGE-EI Working Papers wp238, The Center for Economic Research and Graduate Education - Economics Institute, Prague.
    9. Hadsell, Lester, 2020. "Not for want of trying: Effort and Success of women in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 35(C).
    10. D. Andrew Austin & Nathaniel T. Wilcox, 2007. "Believing In Economic Theories: Sex, Lies, Evidence, Trust, And Ideology," Economic Inquiry, Western Economic Association International, vol. 45(3), pages 502-518, July.
    11. Nolan, Elizabeth & Ahmadi-Esfahani, Fredoun Z., 2007. "Predicting performance in undergraduate agricultural economics," Australian Journal of Agricultural and Resource Economics, Australian Agricultural and Resource Economics Society, vol. 51(1), pages 1-15.
    12. David Sabiston & Ambrose Leung & Gianfranco Terrazzano, 2017. "Learning styles and performance in principles of economics: does the gender gap exist?," Economics Bulletin, AccessEcon, vol. 37(4), pages 2935-2944.
    13. Emily C. Marshall & Brian O’Roark, 2023. "Journal Authorship by Gender: A Comparison of Economic Education, General Interest, and Fields From 2009 to 2019," The American Economist, Sage Publications, vol. 68(1), pages 100-109, March.
    14. Yvonne Durham & Thomas Mckinnon & Craig Schulman, 2007. "Classroom Experiments: Not Just Fun And Games," Economic Inquiry, Western Economic Association International, vol. 45(1), pages 162-178, January.
    15. Robin L. Bartlett & Marianne A. Ferber & Carole A. Green, 2009. "Political Orientation and the Decision to Major in Economics: Some Preliminary Observations," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(1), pages 13-31.
    16. Nadia Asandimitra & Achmad Kautsar, 2017. "Financial Self-Efficacy on Women Entrepreneurs Success," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(11), pages 293-300, November.
    17. Phillip Saunders, 2011. "Case Use in Economics Instruction," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 2, Edward Elgar Publishing.

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