Study design's influence on empirical findings in economic education
We use Meta-Regression Analysis (MRA) to investigate how study design influences the finding of a gender gap in the economics education literature. We survey 65 studies published in the American Economics Review Papers and Proceedings and the Journal of Economic Education over the past 30 years, containing 279 distinct regressions. We find that studies with more explanatory variables, include statistics courses taught by economists, or sample preadolescent children are associated with a reduced likelihood of observing a gender gap; in contrast, studies that employ a stock model methodology or use course grade as the dependent variable are significantly more likely to find evidence of a gender gap. Estimation strategy seems to have little impact. We conclude that much of the conventional view of a gender gap in economics performance can be attributed to study design.
Volume (Year): 19 (2012)
Issue (Month): 18 (December)
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