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Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study

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  • John Ashworth
  • J. Lynne Evans

Abstract

Cross-section data on secondary level student choices provide evidence on factors influencing the decision to study economics. Such evidence makes a key contribution to the broader debates on why student numbers have been falling in economics and why women are reluctant economists. Greater mathematical aptitude and prior knowledge of the subject influence the decision to study economics, and a significant effect is attributable to relative underachievement in economics. There are also significant peer group and teacher effects. Female students are more likely to study economics when there is a critical mass of women studying the subject. There is a positive role model effect of female teachers—although this does not carry over to the decision to continue with economics at the university.

Suggested Citation

  • John Ashworth & J. Lynne Evans, 2001. "Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(4), pages 311-320, January.
    • Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:311-320
    DOI: 10.1080/00220480109596111
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    References listed on IDEAS

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    1. Caroline Hoxby, 2000. "Peer Effects in the Classroom: Learning from Gender and Race Variation," NBER Working Papers 7867, National Bureau of Economic Research, Inc.
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