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Gender, Expectations, And Grades In Introductory Microeconomics At A Us University

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  • Charles Ballard
  • Marianne Johnson

Abstract

Previous studies have documented a gender gap in the study of economics in Canada, the UK, and the US. One important factor may be women's low expectations about their ability to succeed in economics courses. Women in our sample expect to do less well than men in an introductory microeconomics course, even after controlling for variables relating to family background, academic experience, and mathematics experience. These expectations are partly self-fulfilling, since expected grades have an important and positive effect on class performance. We also find that having taken an economics course in secondary school actually has a negative effect on performance. We observe this negative effect for women and men, but it is more pronounced for women. When we control for both expectations and secondary-school experience with economics, the independent effect of gender is small and insignificant.

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  • Charles Ballard & Marianne Johnson, 2005. "Gender, Expectations, And Grades In Introductory Microeconomics At A Us University," Feminist Economics, Taylor & Francis Journals, vol. 11(1), pages 95-122.
    • Handle: RePEc:taf:femeco:v:11:y:2005:i:1:p:95-122
    DOI: 10.1080/1354570042000332560
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    References listed on IDEAS

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    Cited by:

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    2. Roland Happ & Susanne Schmidt & Olga Zlatkin-Troitschanskaia & William Walstad, 2023. "How Gender and Primary Language Influence the Acquisition of Economic Knowledge of Secondary School Students in the United States and Germany," JRFM, MDPI, vol. 16(3), pages 1-14, March.
    3. MARÍN MARTÍNEZ, Carmen & ROSA GARCÍA, Alfonso, 2014. "Is Gender Bias A Cost Of Failure Issue?," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, vol. 14(3), pages 19-30.
    4. Hadsell, Lester, 2020. "Not for want of trying: Effort and Success of women in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 35(C).
    5. Engelhardt, Bryan & Johnson, Marianne & Meder, Martin E., 2021. "Learning in the time of Covid-19: Some preliminary findings," International Review of Economics Education, Elsevier, vol. 37(C).
    6. David Sabiston & Ambrose Leung & Gianfranco Terrazzano, 2017. "Learning styles and performance in principles of economics: does the gender gap exist?," Economics Bulletin, AccessEcon, vol. 37(4), pages 2935-2944.
    7. Marín, Carmen & Rosa-García, Alfonso, 2011. "Gender bias in risk aversion: evidence from multiple choice exams," MPRA Paper 39987, University Library of Munich, Germany.
    8. Ann L. Owen, 2010. "Grades, Gender, and Encouragement: A Regression Discontinuity Analysis," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(3), pages 217-234, June.
    9. Ann L. Owen, 2011. "Student Characteristics, Behavior, and Performance in Economics Classes," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 32, Edward Elgar Publishing.
    10. Hubert Janos Kiss & Adrienn Selei, 2013. "Gambler's fallacy in the classroom?," CERS-IE WORKING PAPERS 1342, Institute of Economics, Centre for Economic and Regional Studies.
    11. Leão Fernandes, Graça & Chagas Lopes, Margarida, 2008. "ISEG Undergraduate Students: Determinants of Academic Performance," MPRA Paper 22082, University Library of Munich, Germany.
    12. Jan R. Magnus & Anatoly A. Peresetsky, 2017. "Grade Expectations: Rationality and Overconfidence," Tinbergen Institute Discussion Papers 17-054/III, Tinbergen Institute.
    13. Nadia Asandimitra & Achmad Kautsar, 2017. "Financial Self-Efficacy on Women Entrepreneurs Success," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(11), pages 293-300, November.

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