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The Value of Advanced Interdisciplinary Classes for Students of Economics: Case Study of a 300-Level Class on Gender in the Economy

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  • K. Powlick

Abstract

Interdisciplinary classes are valuable to students of economics for many reasons. This paper discusses three reasons why such classes, at an advanced level, are useful and important for students of economics. First, interdisciplinary classes have the potential to encourage theory building and critical thinking, especially through the use of primary sources. Second, interdisciplinary classes also provide students with a richer empirical understanding of the world, beyond the narrowly quantitative data used in most economics research. Fostering a ‘constructivist’ view of data, this facilitates future economists building the tools to tell marginalized stories. Lastly, interdisciplinary classes can create a diverse learning environment that facilitates peer learning about difficult subjects such as race, class, and gender. A case study of a 300-level class titled Gender in the Economy, in which a diverse group of students from backgrounds in women’s studies, economics, business, and American studies came together to study the economic history of gender, is used to explore such benefits.

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  • K. Powlick, 2009. "The Value of Advanced Interdisciplinary Classes for Students of Economics: Case Study of a 300-Level Class on Gender in the Economy," Forum for Social Economics, Taylor & Francis Journals, vol. 38(2-3), pages 189-200, January.
    • Handle: RePEc:taf:fosoec:v:38:y:2009:i:2-3:p:189-200
    DOI: 10.1007/s12143-009-9053-x
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    References listed on IDEAS

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    1. Elissa Braunstein & Nancy Folbre, 2001. "To Honor and Obey: Efficiency, Inequality, and Patriarchal Property Rights," Feminist Economics, Taylor & Francis Journals, vol. 7(1), pages 25-44.
    2. Becker, Gary S, 1973. "A Theory of Marriage: Part I," Journal of Political Economy, University of Chicago Press, vol. 81(4), pages 813-846, July-Aug..
    3. Kathleen Pickering & David W. Mushinski, 2001. "Cultural Aspects of Credit Institutions: Transplanting the Grameen Bank Credit Group Structure to the Pine Ridge Indian Reservation," Journal of Economic Issues, Taylor & Francis Journals, vol. 35(2), pages 459-467, June.
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    1. Arthur H. Goldsmith & James F. Casey, 2011. "The Interdisciplinary Approach to Teaching Economics," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 22, Edward Elgar Publishing.

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