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Pedagogy, Gender, and Interest in Economics

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Author Info

  • Elizabeth J. Jensen
  • Ann L. Owen

Abstract

Using a large multi-school sample, the authors examined how the characteristics and attitudes of students interact with the pedagogy and attributes of the instructor to influence students' decisions to study economics beyond the first semester. They found that students who have a predisposition to major in economics, who find economics relevant, who believe they understand economics as well as their classmates, and who expect higher grades in economics relative to their other classes are more likely to continue. They found evidence that teaching techniques and evaluation methods influence all of these factors except for the predisposition to major in economics. Some, but not all, of these techniques are particularly successful in influencing the decisions of female students.

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File URL: http://hdl.handle.net/10.1080/00220480109596112
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Bibliographic Info

Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

Volume (Year): 32 (2001)
Issue (Month): 4 (January)
Pages: 323-343

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Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:323-343

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Cited by:
  1. Andrew Austin & Nathaniel T. Wilcox, 2004. "Believing in Economic Theory: Sex, Lies, Evidence, Trust and Ideology," CERGE-EI Working Papers wp238, The Center for Economic Research and Graduate Education - Economic Institute, Prague.

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