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  5. Promoting Diversity in Economics: Exploring the Effects of Introductory Economics Course Experiences on Students’ Continuation in the Discipline
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Promoting Diversity in Economics: Exploring the Effects of Introductory Economics Course Experiences on Students’ Continuation in the Discipline

Paper Session

Saturday, Jan. 4, 2025 10:15 AM - 12:15 PM (PST)

Hilton San Francisco Union Square, Golden Gate 3
Hosted By: American Economic Association & Committee on Economic Education
  • Chair: Edwin Fagin, Cosumnes River College

Fostering Success among First-Generation Students: Academic Policies and Best Practices

Erika Martinez
,
University of South Florida
Eric P. Chiang
,
University of Nevada-Las Vegas
Andrew Garrison
,
Florida Atlantic University

Abstract

First-generation students today constitute over half of the college population nationwide, though they remain an underrepresented group in terms of academic outcomes. Studies show that first-generation students disproportionately favor academic majors such as economics which provide a more direct pathway to a potentially lucrative career, allowing for upward mobility and financial security. However, these students often struggle in economics courses due to deficiencies in prerequisite knowledge (e.g., math and statistics), experience (e.g., financial literacy), and the so-called hidden curriculum (e.g., expectations, study habits, and college jargon). These obstacles are compounded by time constraints from work or family obligations and the lack of peer and family support instrumental to college success. Institutions of higher learning can help students and instructors overcome these challenges by providing resources and implementing academic policies to complement pedagogical strategies for a more effective pathway to success. This paper presents a set of best practices and policies aimed at improving student success in economics courses. Implementing these strategies can lead to higher enrollment in economics courses and subsequently more economics majors. Moreover, attracting first-generation students into the economics major may improve cultural inclusivity and diversity in the discipline, and reduce income inequality as biases are removed.

Principles of Economics Course Enrollment and Persistence among First-Generation and Native American Students

Laura Ahlstrom
,
Oklahoma State University

Abstract

Increasing numbers of students who identify as Native American and as the first in their family to pursue a four-year college degree are enrolling in higher education institutions across the United States. Despite these changes in institutional demographics, limited information exists regarding first-generation and Native American students’ propensities toward enrolling in introductory economics courses or pursuing further coursework in economics beyond the introductory level. This research examines the enrollment patterns of first-generation and Native American students in principles of economics courses and their likelihoods of pursuing additional economics coursework at a large, land-grant university in the United States.

Course Format Impact on Choice of and Persistence in the Economics Major

Janine Lynn Flathmann Wilson
,
University of California-Davis
Derek Stimel
,
University of California-Davis

Abstract

Increasing diversity, equity, inclusion, and belonging in the economics major has been a goal of many large public universities. The principles classroom provides the introduction to the discipline for many undergraduate students. It is with this course that our first- and second-year students either decide that economics is relevant and valuable for them or turn off any future interest in the field. The authors use “backward design” (Wiggins and McTighe 2005) to create an interactive principles of microeconomics course. The course is delivered in a hybrid format with more than 300 students. They compare the probability of a student taking more economics courses or switching into an economics major after their principles experience with the interactive course delivery method relative to the traditional lecture format. The authors are careful to identify where the impact of course delivery on major choice differs across gender, URM-status, and first-generation college student status.

Does Including Gender-Related Material in Introductory Economics Classes Improve Outcomes for Women Students?

Rachel Heath
,
University of Washington
Melissa Knox
,
University of Washington

Abstract

Retaining women students who express interest in economics classes is an important first step in fixing the “leaky pipeline” of women out of economics at every stage, from introductory economics to full professor. This project will assess whether an intervention that introduces gender-related material into economics courses improves women students’ sense of relevance and belonging, test scores, and continuation in further economics and mathematics classes.

Discussant(s)
Caleb Stroup
,
Davidson College
Andrew Gray
,
Washington University-St. Louis
Aselia Urmanbetova
,
Georgia Institute of Technology
Aisling Winston
,
University at Buffalo
JEL Classifications
  • A2 - Economic Education and Teaching of Economics
  • A1 - General Economics