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Is economics STEM? Process of (re)classification, requirements, and quantitative rigor

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  • Emily C. Marshall
  • Anthony Underwood

Abstract

From 2012 to 2019, the proportion of undergraduate economics degrees denoted as “Econometrics and Quantitative Economics” (STEM-eligible) conferred annually increased from 1 percent to 22 percent. The authors present results from a survey of the 73 institutions conferring at least one STEM-eligible economics degree in 2017 or 2018. They find that most institutions (59%) offer both traditional and STEM-eligible degrees and report needing departmental, college/university committee, and provost/dean approval to (re-)classify. The main motivation for this change is maintaining consistency with an increasingly quantitative discipline (73%). The significant differences in requirements between STEM-eligible and traditional economics degrees are the proportion requiring single variable calculus (91% vs. 69%), multivariable calculus (70% vs. 31%), linear algebra (48% vs. 21%), basic econometrics (96% vs. 77%), and advanced econometrics (48% vs. 8%).

Suggested Citation

  • Emily C. Marshall & Anthony Underwood, 2022. "Is economics STEM? Process of (re)classification, requirements, and quantitative rigor," The Journal of Economic Education, Taylor & Francis Journals, vol. 53(3), pages 250-258, June.
    • Handle: RePEc:taf:jeduce:v:53:y:2022:i:3:p:250-258
    DOI: 10.1080/00220485.2022.2075508
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    Cited by:

    1. David M. N. Mahon & Carlos J. Asarta, 2024. "Why are Schools Reclassifying Their Economics Major?," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 50(1), pages 103-116, January.

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