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Women and Minorities in Economics Textbooks: Are They Being Adequately Represented?


  • Denise Robson


The author examined 12 recent editions of principles of economics textbooks to determine the quantity of race- and gender-related material. Comparing the results to earlier studies demonstrates how efforts to incorporate more such coverage within the economics curriculum have influenced economics textbooks. In general, there has been an increase in the quantitative coverage of race- and gender-related material as measured by the number of pages, names, and tables of the textbooks.

Suggested Citation

  • Denise Robson, 2001. "Women and Minorities in Economics Textbooks: Are They Being Adequately Represented?," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(2), pages 186-191, January.
  • Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:186-191
    DOI: 10.1080/00220480109595184

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    Cited by:

    1. Erin A. Yetter, 2016. "Using the Berenstain Bears to Teach Economics in the Elementary Classroom," Journal of Economics Teaching, Journal of Economics Teaching, vol. 1(1), pages 42-70, June.
    2. Amanda S. Bayer & David W. Wilcox, 2017. "The Unequal Distribution of Economic Education : A Report on the Race, Ethnicity, and Gender of Economics Majors at US Colleges and Universities," Finance and Economics Discussion Series 2017-105, Board of Governors of the Federal Reserve System (U.S.).
    3. Jane S. Lopus & Lynn Paringer, 2011. "The Principles of Economics Textbook: Content Coverage and Usage," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 28 Edward Elgar Publishing.
    4. Robin L. Bartlett, 2011. "Integrating Race, Gender and Class," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 20 Edward Elgar Publishing.

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