Relevance, Belonging, and Growth in Economic Education
Paper Session
Friday, Jan. 3, 2025 8:00 AM - 10:00 AM (PST)
- Chair: Amanda Bayer, Swarthmore College
Sense of Belonging and Peer Effects in Principles of Economics: An Experiment in Group Formation
Abstract
Evidence suggests that under-represented minority and female students enter introductory courses with a lower sense of belonging than their non-URM male peers (Bayer et al, 2020). Evidence also suggests the importance of peer effects along many dimensions including the effect on academic performance (Hoxby, 2000; Carrell, Hoekstra, and West, 2011). Our experiment exploits a natural split in a hybrid version of a principles of microeconomics course; that is, half the students in the class attend lectures on Tuesdays and the other half on Thursdays. This allows us to deploy two different methods of small group formation; one where the students self-select their own groups often based on friends or haphazardly by where they are sitting in the lecture hall and the other where the instructor selects the groups specifically to balance the gender, URM-status, and educational background of the group. Data is collected from course assessments, student surveys, and the institution. We then assess the extent to which the construction of the groups affects student sense of belonging in economics. We also examine how the academic achievement and sense of belonging among group peers affects a students’ own sense of belonging. This allows us to see a more holistic picture of a student sense of belonging and the role that peer effects may play. Sense of belonging has been shown as a factor affecting student persistence in a major (Gopalan & Brady, 2020). In this context, we consider the possibility of how groups are formed may help or hinder diversity efforts in the economics major.The Impact of Institution Type on Developing Relevance, Belonging, and Growth Mindset in Economics: Evidence from a Multi-Year Survey
Abstract
This is the second paper in a two-part project that investigates the impact of institutional setting on racial/ethnic minority students and women in economics. Past research has established that under-represented minority and women students have significantly lower relevance, belonging, and growth mindset (RBG) in predominantly white institutions (PWIs) and co-ed settings (Bayer, Bhanot, et al. 2020). The first paper in this project used the first wave of student survey data from 24 institutions to document disparities, particularly for minority-identifying students, but to some extent for women as well, in RBG across a variety of settings (Krafft et al. 2023). Additionally, the initial research established baseline differences in RBG at minority serving institutions (MSIs) and women’s colleges. For example, we found students at women’s colleges reported higher relevance of course material but were more likely to feel different from the typical economist.This new research will report results from the second wave of the survey and address whether changes in RBG over time differ by identity and across institution types, as well as shape persistence in economics. The longitudinal nature of the data will allow us to employ value added models to study: (1) whether students with higher levels of RBG have greater persistence in economics; (2) whether RBG grows faster (or slower) for students at women’s colleges and MSIs than at co-educational colleges and PWIs; (3) whether identity and institution type shape persistence in economics; and (4) whether RBG mediates any impact of women’s colleges and MSIs on female- and minority-identifying students in economics.
Fostering Belonging Can Be Cost-Effective
Abstract
Cost-effectiveness is an essential trait for any economist, even economists who teach. The main reason 89% of economic instruction is through lectures is because they are perceived as cost-effective. This paper presents three cost-effective examples of strategies to foster belonging. Instructors save time and effort using these strategies while fostering inclusion and belonging. The first is having structure, the second is using groups, and the third is using student discussions. Validating student presence permeates as a critical ingredient.Discussant(s)
Laura Ahlstrom
,
Oklahoma State University
Gina Pieters
,
University of Chicago
Wendy Stock
,
Montana State University
William Bosshardt
,
Florida Atlantic University
JEL Classifications
- A2 - Economic Education and Teaching of Economics
- A1 - General Economics