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Gender, Expectations, And Grades In Introductory Microeconomics At A Us University

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  • Charles Ballard
  • Marianne Johnson

Abstract

Previous studies have documented a gender gap in the study of economics in Canada, the UK, and the US. One important factor may be women's low expectations about their ability to succeed in economics courses. Women in our sample expect to do less well than men in an introductory microeconomics course, even after controlling for variables relating to family background, academic experience, and mathematics experience. These expectations are partly self-fulfilling, since expected grades have an important and positive effect on class performance. We also find that having taken an economics course in secondary school actually has a negative effect on performance. We observe this negative effect for women and men, but it is more pronounced for women. When we control for both expectations and secondary-school experience with economics, the independent effect of gender is small and insignificant.

Suggested Citation

  • Charles Ballard & Marianne Johnson, 2005. "Gender, Expectations, And Grades In Introductory Microeconomics At A Us University," Feminist Economics, Taylor & Francis Journals, vol. 11(1), pages 95-122.
    • Handle: RePEc:taf:femeco:v:11:y:2005:i:1:p:95-122
    DOI: 10.1080/1354570042000332560
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    References listed on IDEAS

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    1. Byron W. Brown & Carl E. Liedholm, 2002. "Can Web Courses Replace the Classroom in Principles of Microeconomics?," American Economic Review, American Economic Association, vol. 92(2), pages 444-448, May.
    2. Ann L. Owen & Elizabeth J. Jensen, 2000. "Why Are Women Such Reluctant Economists? Evidence from Liberal Arts Colleges," American Economic Review, American Economic Association, vol. 90(2), pages 466-470, May.
    3. Roberta Edgecombe Robb & A. Leslie Robb, 1999. "Gender and the Study of Economics: The Role of Gender of the Instructor," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(1), pages 3-19, January.
    4. Charles L. Ballard & Marianne F. Johnson, 2004. "Basic Math Skills and Performance in an Introductory Economics Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 3-23, January.
    5. Mary O. Borg & Harriet A. Stranahan, 2002. "Personality Type and Student Performance in Upper-Level Economics Courses: The Importance of Race and Gender," The Journal of Economic Education, Taylor & Francis Journals, vol. 33(1), pages 3-14, January.
    6. Marianne Ferber & Lauren Young, 1997. "Student Attitudes Toward Roles of Women and Men: Is the Egalitarian Household Imminent?," Feminist Economics, Taylor & Francis Journals, vol. 3(1), pages 65-83.
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    Citations

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    Cited by:

    1. Bredtmann, Julia & Crede, Carsten J. & Otten, Sebastian, 2013. "Methods for evaluating educational programs: Does Writing Center Participation affect student achievement?," Evaluation and Program Planning, Elsevier, vol. 36(1), pages 115-123.
    2. Ann L. Owen, 2010. "Grades, Gender, and Encouragement: A Regression Discontinuity Analysis," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(3), pages 217-234, June.
    3. Ann L. Owen, 2011. "Student Characteristics, Behavior, and Performance in Economics Classes," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 32 Edward Elgar Publishing.
    4. MARÍN MARTÍNEZ, Carmen & ROSA GARCÍA, Alfonso, 2014. "Is Gender Bias A Cost Of Failure Issue?," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, vol. 14(3), pages 19-30.
    5. Hubert Janos Kiss & Adrienn Selei, 2013. "Gambler's fallacy in the classroom?," IEHAS Discussion Papers 1342, Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences.
    6. Leão Fernandes, Graça & Chagas Lopes, Margarida, 2008. "ISEG Undergraduate Students: Determinants of Academic Performance," MPRA Paper 22082, University Library of Munich, Germany.
    7. Jan R. Magnus & Anatoly A. Peresetsky, 2017. "Grade Expectations: Rationality and Overconfidence," Tinbergen Institute Discussion Papers 17-054/III, Tinbergen Institute.
    8. Marín, Carmen & Rosa-García, Alfonso, 2011. "Gender bias in risk aversion: evidence from multiple choice exams," MPRA Paper 39987, University Library of Munich, Germany.
    9. repec:zbw:rwirep:0275 is not listed on IDEAS
    10. repec:hur:ijarbs:v:7:y:2017:i:11:p:293-300 is not listed on IDEAS

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