Innovations in Teaching Economics of Gender: Feminist Pedagogy for Economics
Friday, Jan. 6, 2023 12:30 PM - 2:15 PM (CST)
- Chair: Amanda Bayer, Swarthmore College
Integrating Gender into a Labor Economics Class
AbstractMost classes about gender and women in the economy introduce these topics in specific, upper-division courses. However, gender should not just be relegated to specific classes. An undergraduate course in labor economics presents an opportunity to introduce students to the importance of gender differences in economic outcomes. This article argues that a systematic integration of gender into labor economics courses is feasible and desirable. We provide a prototype of such a course, showing how gender-aware content (scholarly articles) and feminist pedagogies (activities and assignments) can complement a standard textbook. We also review popular labor economics textbooks, showing how gender issues are usually contained in a single chapter rather than thoroughlyintegrated throughout the text. In addition to exposing students to more diverse content, mainstreaming gender into the classroom may help cultivate inclusivity and belongingness by allowing all students to see themselves and their lived experiences reflected throughout the course.
The Necessity of Pursuing Feminist Pedagogy in Economics
AbstractThe purpose of this paper is to characterize feminist pedagogy within the context of economics instruction in the US and to contribute to the development of this paradigm by charting out a research agenda for feminist pedagogy in economics. Our argument proceeds in two parts. First, we answer the question, what is feminist pedagogy in economics (FPiE)? This section sets out a working definition and contextualizes FPiE within the broader pedagogy literature, within the pedagogy literature specific to economics, and within the practice of economics teaching today. Next, we explore new directions for research and practice in FPiE by discussing post-positivist epistemologies, resisting the depoliticization of economics education, and effective responses to diversity in the neoliberal university.
Barriers to Entry: Do Students’ Perceptions Contribute to the Underrepresentation of Women and Gender Minorities in Economics?
AbstractWomen and gender minorities are underrepresented within the field of economics. This underrepresentation begins at the undergraduate level and worsens thereafter as women account for 34% of undergraduate and PhD level economics students and only 14% of full professors. This study investigates the undergraduate experience of women and gender minorities and how their perceptions of economics may lead these groups to self-select out of the major. In addition, this study utilizes a mixed methods approach to understand students’ perceptions and experiences more thoroughly. Drawing on the existing literature, we address factors including expected discrimination, interest in economic research topics, and societal expectations as potential contributors to women’s and gender minorities’ underrepresentation. We conducted a survey and two focus group sessions to ask students at a small U.S. liberal arts college a series of questions about their choice of college major and perceptions of economics. Results show that women and gender minorities, on average, consider a sense of community and representation to be more important when choosing their college major when compared to men. In addition, women and gender minority students are less likely to view economics as a safe space and are more highly aware of the gendered barriers that exist within the field than men. The quantitative and focus group results suggest that the incorporation of feminist and queer pedagogy may collectively improve the experiences of economics students.
Infusing Diversity in a History of Economic Thought Course: An Archival Study of Syllabi and Resources for Redesign
AbstractHistory of economic thought courses are touted as opportunities to improve students’ understandings of pluralism in economics. However, a course solely covering the thoughts of White men is unwelcoming and provides an incomplete depiction of the development of economic thought. In this paper, archival research of five decades of history of economic thought syllabi indicates that courses have shifted to include new perspectives but remain fixated on works by White men. To foster inclusivity, I suggest additional, alternative content for a history of economic thought syllabus, incorporating works by more a more diverse group of economic thinkers.
University of British Columbia
Melanie G. Long,
College of Wooster
Goldsmiths, University of London
- A2 - Economic Education and Teaching of Economics
- B5 - Current Heterodox Approaches