Broadening perceptions of economics in a new introductory economics sequence

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,...

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Bibliographic Details
Published in:The Journal of economic education 2021-01, Vol.52 (3), p.175-191
Main Authors: Owen, Ann L., Hagstrom, Paul
Format: Article
Language:English
Subjects:
Active Learning
College Curriculum
Curriculum Development
data analysis
Economics Education
female students
Females
First Generation College Students
Introductory Courses
Majors (Students)
Minority Group Students
Outcomes of Education
Social Problems
Student Attitudes
Student Interests
Students
Undergraduate Students
underrepresented students
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Summary: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.
ISSN:0022-0485
2152-4068
DOI:10.1080/00220485.2021.1925189