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Economics Standards and Lists: Proposed Antidotes for Feminist Economists

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  • Geoff Schneider
  • Jean Shackelford

Abstract

As Marianne A. Ferber points out in her critique of the US National Voluntary Content Standards for Pre-College Economics Education, feminist economists who are educators face many pressing issues (Marianne Ferber 1999). In continuing the dialogue initiated by Ferber, we find her arguments apply not only to the Voluntary Content Standards, but also to the growing number of similar lists. Such defining lists figure prominently in the principles-of-economics texts used in introductory economics courses in the U.S., at both the secondary and university levels. After observing how these increasingly standardized principles of economics promote a narrowing of economic thinking, we pose possible feminist responses (antidotes) to them. Our aim is to arm feminist economists with responses that will help students understand that these lists are created without social and cultural boundaries. Our antidotes will also promote a fuller understanding of the scope and richness of economic thought, and the power of economic analysis.

Suggested Citation

  • Geoff Schneider & Jean Shackelford, 2001. "Economics Standards and Lists: Proposed Antidotes for Feminist Economists," Feminist Economics, Taylor & Francis Journals, vol. 7(2), pages 77-89.
  • Handle: RePEc:taf:femeco:v:7:y:2001:i:2:p:77-89
    DOI: 10.1080/13545700110059243
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    References listed on IDEAS

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    1. Ferber, Marianne A, 1995. "The Study of Economics: A Feminist Critique," American Economic Review, American Economic Association, vol. 85(2), pages 357-361, May.
    2. Marianne Ferber, 1999. "Guidelines For Pre-College Economics Education: A Critique," Feminist Economics, Taylor & Francis Journals, vol. 5(3), pages 135-142.
    3. Diana Strassmann, 1997. "Editorial: Expanding the Methodological Boundaries of Economics," Feminist Economics, Taylor & Francis Journals, vol. 3(2), pages 7-8.
    4. Heidi Hartmann, 1998. "The Economic Emergence of Women: Bergmann's Six Commitments," Feminist Economics, Taylor & Francis Journals, vol. 4(3), pages 169-180.
    5. Siegfried, John J & Meszaros, Bonnie T, 1997. "National Voluntary Content Standards for Pre-College Economics Education," American Economic Review, American Economic Association, vol. 87(2), pages 247-253, May.
    6. Shackelford, Jean, 1992. "Feminist Pedagogy: A Means for Bringing Critical Thinking and Creativity to the Economics Classroom," American Economic Review, American Economic Association, vol. 82(2), pages 570-576, May.
    7. Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
    8. Nancy Folbre, 1998. "Barbara, the Market, and the State," Feminist Economics, Taylor & Francis Journals, vol. 4(3), pages 159-168.
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    Cited by:

    1. Christopher Magee, 2009. "Do Professors’ Opinions Affect Students?," Forum for Social Economics, Springer;The Association for Social Economics, vol. 38(2), pages 135-151, July.
    2. KimMarie McGoldrick & Robert Garnett, 2013. "Big Think: A Model for Critical Inquiry in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(4), pages 389-398, October.
    3. Susan Eaton, 2005. "Eldercare In The United States: Inadequate, Inequitable, But Not A Lost Cause," Feminist Economics, Taylor & Francis Journals, vol. 11(2), pages 37-51.

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