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Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom

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  • Diego Mendez-Carbajo

Abstract

This article describes 30 instructional resources produced by the Federal Reserve Bank of St Louis suitable to address topics related to diversity and inclusion in the undergraduate economics classroom. These resources employ FRED® data to broach a wide range of topics in the areas of gender, race, and inequality. The resources take the form of FRED Blog Reading Questions and Answers, Page One Economics essays, and Lesson Plans. Borrowing from the science, technology, mathematics, and engineering literature, we argue for the use of examples and demonstrations that draw connections between formal instruction and the social context of the learning process itself. To that end, we put forward examples for leveraging economics data from FRED® in instructional settings emphasizing active learning and the development of practical data-related skills. JEL codes: A10, A22

Suggested Citation

  • Diego Mendez-Carbajo, 2023. "Using Federal Reserve Economic Data® Data to Address Diversity and Inclusion in the Classroom," The American Economist, Sage Publications, vol. 68(1), pages 126-139, March.
    • Handle: RePEc:sae:amerec:v:68:y:2023:i:1:p:126-139
    DOI: 10.1177/05694345221084893
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    References listed on IDEAS

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    1. Andrew T. Hill & Scott Wolla, 2020. "A survey of Federal Reserve economic education programs and resources1," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(1), pages 68-79, January.
    2. Diego Mendez-Carbajo & Lucy C. Malakar, 2020. "Flipping the classroom with econlowdown.org," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(1), pages 95-102, January.
    3. Cynthia Harter & Carlos J. Asarta, 2022. "Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey," The American Economist, Sage Publications, vol. 67(1), pages 132-146, March.
    4. Diego Méndez-Carbajo, 2015. "Visualizing Data and the Online FRED Database," The Journal of Economic Education, Taylor & Francis Journals, vol. 46(4), pages 420-429, October.
    5. Emily A. Beam, 2021. "Leveraging outside readings and low-stakes writing assignments to promote student engagement in an economic development course," The Journal of Economic Education, Taylor & Francis Journals, vol. 52(4), pages 274-285, October.
    6. Mary C. Suiter & Keith G. Taylor, 2016. "Resources for economic educators from the Federal Reserve Bank of St. Louis," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(1), pages 71-75, January.
    7. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).
    8. Diego Mendez-Carbajo, 2020. "Active learning with FRED data," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(1), pages 87-94, January.
    9. Justin R. Roush & Bruce K. Johnson, 2018. "A college athletics recruiting game to teach the economics of rent-seeking," The Journal of Economic Education, Taylor & Francis Journals, vol. 49(2), pages 200-208, April.
    10. George Orlov, 2021. "Teaching students to read journal articles critically," The Journal of Economic Education, Taylor & Francis Journals, vol. 52(4), pages 308-315, October.
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    More about this item

    Keywords

    federal reserve economic data; data; diversity; inclusion;
    All these keywords.

    JEL classification:

    • A10 - General Economics and Teaching - - General Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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