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Personality Type and Student Performance in Upper-Level Economics Courses: The Importance of Race and Gender

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  • Mary O. Borg
  • Harriet A. Stranahan

Abstract

The authors demonstrate that personality type is an important explanatory variable in student performance in economics courses at the upper level, just as it was at the principles level. Similar to the results for principles students, they find that introverted students make better grades in their upper-level economics classes than identical students who are extroverts. They also find that students with SJ temperaments make significantly better grades in upper-level economics than identical students with SP temperaments. They find that certain personality types combine with certain race and gender effects to produce students who outperform other students. Adding a different dimension to the literature on minority educational attainment, their results suggest that African Americans do not perform more poorly than nonblacks in economics. They perform as well as ordinary students of any race, they are just less likely to be “star performers”.

Suggested Citation

  • 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.
  • Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:3-14
    DOI: 10.1080/00220480209596120
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    Cited by:

    1. Chang Da Wan & Roland K. Cheo, 2012. "Determinants of Malaysian and Singaporean Economics Undergraduates' Academic Performance," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(2), pages 7-27.
    2. Justine Burns & Simon Halliday & Malcolm Keswell, 2012. "Gender and Risk Taking in the Classroom," SALDRU Working Papers 87, Southern Africa Labour and Development Research Unit, University of Cape Town.
    3. Alexei G. Orlov & John Roufagalas, 2012. "Performance Determinants in Undergraduate Economics Classes: The Effect of Cognitive Reflection," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(2), pages 28-45.
    4. Mary O. Borg & Harriet A. Stranahan, 2010. "Evidence On The Relationship Between Economics And Critical Thinking Skills," Contemporary Economic Policy, Western Economic Association International, vol. 28(1), pages 80-93, January.
    5. Kader, Ahmad A., 2016. "Debilitating and facilitating test anxiety and student motivation and achievement in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 23(C), pages 40-46.
    6. 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.

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