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Building the RBG bridge: Expanding the capacity for research into diversity and inclusion in economics classrooms

Author

Listed:
  • Kristine West
  • Caroline Krafft
  • Allen Bellas
  • Ming Chien Lo
  • Mollie Pierson

Abstract

This article’s authors describe a multi-year survey project designed to investigate relevance, belonging, and growth mindset (RBG) in undergraduate economics classrooms as well as to advance the ongoing conversation about increasing gender and racial diversity in economics. This endeavor is motivated by the idea that change at scale will require learning from identity-focused institutions—including women’s colleges and minority-serving institutions (MSIs). The project encouraged capacity building at MSIs with a mini-conference of participating schools to spur shared learning. Faculty from a variety of schools met for a deep dive into the data with the expectation that networking and collaboration would yield insights for improving inclusion in economics. This work illustrates how to engage faculty serving a wide array of students in improving economic education.

Suggested Citation

  • Kristine West & Caroline Krafft & Allen Bellas & Ming Chien Lo & Mollie Pierson, 2026. "Building the RBG bridge: Expanding the capacity for research into diversity and inclusion in economics classrooms," The Journal of Economic Education, Taylor & Francis Journals, vol. 57(1), pages 122-129, January.
    • Handle: RePEc:taf:jeduce:v:57:y:2026:i:1:p:122-129
    DOI: 10.1080/00220485.2025.2585915
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