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Broadening perceptions of economics in a new introductory economics sequence

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  • Ann L. Owen
  • Paul Hagstrom

Abstract

The article’s authors report on a comprehensive curricular reform aimed at communicating the broad range of social issues that economists study while engaging students in active learning strategies. The reform increased interest in taking additional economics courses and majoring in economics, broadened students’ views of what economists do, and imparted more content to students. Female students earn higher grades under the revised curriculum, but no differential impact on interest in majoring in economics for female students, students of color, or first generation college students is found. Engaging students with empirical work on important social issues appeals to all students, resulting in more majors from both under- and overrepresented groups, but generates little impact on the percentage of students majoring in economics from underrepresented groups.

Suggested Citation

  • Ann L. Owen & Paul Hagstrom, 2021. "Broadening perceptions of economics in a new introductory economics sequence," The Journal of Economic Education, Taylor & Francis Journals, vol. 52(3), pages 175-191, May.
    • Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:175-191
    DOI: 10.1080/00220485.2021.1925189
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    Cited by:

    1. Todd Pugatch & Elizabeth Schroeder, 2024. "A simple nudge increases socioeconomic diversity in undergraduate Economics," Economic Inquiry, Western Economic Association International, vol. 62(1), pages 287-307, January.
    2. Owen, Stephanie, 2023. "College major choice and beliefs about relative performance: An experimental intervention to understand gender gaps in STEM," Economics of Education Review, Elsevier, vol. 97(C).
    3. Birdi, Alvin & Cook, Steve & Elliott, Caroline & Lait, Ashley & Mehari, Tesfa & Wood, Max, 2023. "A critical review of recent economics pedagogy literature, 2020–2021," International Review of Economics Education, Elsevier, vol. 43(C).

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