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Marx and the Big Mac: An Empirical Exploration of Marx’s Exploitation Theory for Introductory Economics Courses

Author

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  • Teresa Perry

Abstract

Undergraduate economics courses have low relevance, belonging, and growth mindset levels. For instance, Bayer et al. found that less than 30 percent of the students in their sample strongly agreed with the statement “The class gave me a useful framework for thinking about important issues.†Integrating pluralist methodologies into introductory economics classes may be one solution for overcoming this issue. This article introduces an empirical activity designed to teach students about Marx’s theory of exploitation. The activity utilizes the 10-K annual report from a publicly traded company, in this case, McDonald’s, to analyze the rate of exploitation of workers. Through this exercise, students delve into the theory of exploitation, analyze data from the 10-K, calculate the rate of exploitation, and engage in discussions about its application to contemporary social and political issues. JEL Classification: A22, P16, B24

Suggested Citation

  • Teresa Perry, 2025. "Marx and the Big Mac: An Empirical Exploration of Marx’s Exploitation Theory for Introductory Economics Courses," Review of Radical Political Economics, Union for Radical Political Economics, vol. 57(3), pages 403-410, September.
    • Handle: RePEc:sae:reorpe:v:57:y:2025:i:3:p:403-410
    DOI: 10.1177/04866134241284334
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    References listed on IDEAS

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    1. Lindsay Noble Calkins & Andrew Welki, 2006. "Factors that influence choice of major: why some students never consider economics," International Journal of Social Economics, Emerald Group Publishing, vol. 33(8), pages 547-564, August.
    2. Amanda Bayer & David W. Wilcox, 2019. "The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at U.S. colleges and universities," The Journal of Economic Education, Taylor & Francis Journals, vol. 50(3), pages 299-320, July.
    3. Ann L. Owen & Paul Hagstrom, 2021. "Broadening perceptions of economics in a new introductory economics sequence," The Journal of Economic Education, Taylor & Francis Journals, vol. 52(3), pages 175-191, May.
    4. Panu Kalmi, 2007. "The disappearance of cooperatives from economics textbooks," Cambridge Journal of Economics, Cambridge Political Economy Society, vol. 31(4), pages 625-647, July.
    5. Lindsay Noble Calkins & Andrew Welki, 2006. "Factors that influence choice of major: why some students never consider economics," International Journal of Social Economics, Emerald Group Publishing Limited, vol. 33(8), pages 547-564, August.
    6. Andrew Mearman & Tim Wakeley & Gamila Shoib & Don J. Webber, 2011. "Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 50-62.
    7. Amanda Bayer & Syon P. Bhanot & Erin T. Bronchetti & Stephen A. O'Connell, 2020. "Diagnosing the Learning Environment for Diverse Students in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets," AEA Papers and Proceedings, American Economic Association, vol. 110, pages 294-298, May.
    8. Kent C. Myers, 2010. "Economy for Good," Palgrave Macmillan Books, in: Reflexive Practice, chapter 5, pages 89-106, Palgrave Macmillan.
    9. Naoki Yoshihara & Roberto Veneziani, 2013. "Exploitation of Labor and Exploitation of Commodities," Review of Radical Political Economics, Union for Radical Political Economics, vol. 45(4), pages 517-524, December.
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    Keywords

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    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • P16 - Political Economy and Comparative Economic Systems - - Capitalist Economies - - - Capitalist Institutions; Welfare State
    • B24 - Schools of Economic Thought and Methodology - - History of Economic Thought since 1925 - - - Socialist; Marxist; Scraffian

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