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Student Representation in Undergraduate Economics: The Impact of STEM Designation

Author

Listed:
  • Anthony Underwood
  • Emily C. Marshall
  • Eren Bilen

Abstract

This paper examines the impact of optional practical training reforms on student representation in US undergraduate economics programs. As of 2023, economics degrees, designated as STEM by the US Department of Homeland Security, comprise around 48% of all US undergraduate economics degrees conferred annually, up from 2% in 2016. Using IPEDS completions data from 1997 to 2023 and a staggered difference-in-differences approach, this paper finds that STEM designation significantly increases the number and percentage of undergraduate economics degrees awarded to women and nonresident students but has mixed effects on the number and percentage of degrees conferred to underrepresented minority students.

Suggested Citation

  • Anthony Underwood & Emily C. Marshall & Eren Bilen, 2026. "Student Representation in Undergraduate Economics: The Impact of STEM Designation," AEA Papers and Proceedings, American Economic Association, vol. 116, pages 679-685, May.
    • Handle: RePEc:aea:apandp:v:116:y:2026:p:679-685
    DOI: 10.1257/pandp.20261056
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    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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