Diagnosing The Learning Environment For Diverse Students In Introductory Economics: An Analysis Of Relevance, Belonging, And Growth Mindsets

Authors

Amanda Bayer, Swarthmore CollegeFollow
Syon Bhanot, Swarthmore CollegeFollow
Erin Todd Bronchetti, Swarthmore CollegeFollow
Stephen A. O'Connell, Swarthmore CollegeFollow

Document Type

Article

Publication Date

2020

Published In

AEA Papers And Proceedings

Abstract

Using administrative and survey data, we diagnose the learning environment in an introductory economics course. Relative to men from overrepresented groups, women and underrepresented minority students finish the course reporting significantly lower measures of relevance, belonging, and growth mindsets, factors related to college success. For example, they are less likely to agree that their professor used relatable examples, more likely to report feeling different than the typical economics major, and less likely to report believing they could learn the material. We also describe a new, low-cost initiative expanding the role of undergraduate teaching assistants to promote a more inclusive environment.

Comments

This work is freely available courtesy of the American Economic Association.

Recommended Citation

Amanda Bayer, Syon Bhanot, Erin Todd Bronchetti, and Stephen A. O'Connell. (2020). "Diagnosing The Learning Environment For Diverse Students In Introductory Economics: An Analysis Of Relevance, Belonging, And Growth Mindsets". AEA Papers And Proceedings. Volume 110, 294-298.
https://works.swarthmore.edu/fac-economics/500