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Did you know that Economics is not only about money? The effect of popularisation talks on high school students' interest in the discipline

Author

Listed:
  • Laura Padilla-Angulo
  • Diego Jorrat
  • Jos'e-Ignacio Ant'on
  • Javier Sierra

Abstract

This paper evaluates the effect of a short, interactive popularisation talk on upper-secondary students' interest in Economics. This contrasts with previous research, which has primarily examined impersonal interventions to boost interest in Economics. The intervention presents Economics as an empirical social science engaged with real-world social problems. Using a cluster-randomised field experiment conducted during secondary-school campus visits in Spain, we find no statistically significant average effect on stated interest in studying Economics. However, the intervention generates substantial heterogeneity: those with stronger altruistic preferences become significantly more likely to express interest after the talk. These findings suggest that informational outreach may shape who perceives the discipline as aligned with their motivations, even if it does not substantially increase overall interest. More broadly, they indicate that presenting Economics as empirical and socially relevant may broaden the profile of those who consider the field.

Suggested Citation

  • Laura Padilla-Angulo & Diego Jorrat & Jos'e-Ignacio Ant'on & Javier Sierra, 2026. "Did you know that Economics is not only about money? The effect of popularisation talks on high school students' interest in the discipline," Papers 2603.19390, arXiv.org.
    • Handle: RePEc:arx:papers:2603.19390
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    References listed on IDEAS

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    1. Amanda Bayer & Gregory Bruich & Raj Chetty & Andrew Housiaux, 2020. "Expanding and diversifying the pool of undergraduates who study economics: Insights from a new introductory course at Harvard," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(3-4), pages 364-379, September.
    2. Amanda Bayer & Syon P. Bhanot & Fernando Lozano, 2019. "Does Simple Information Provision Lead to More Diverse Classrooms? Evidence from a Field Experiment on Undergraduate Economics," AEA Papers and Proceedings, American Economic Association, vol. 109, pages 110-114, May.
    3. Shelly Lundberg & Jenna Stearns, 2019. "Women in Economics: Stalled Progress," Journal of Economic Perspectives, American Economic Association, vol. 33(1), pages 3-22, Winter.
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