Factors contributing to the use of references to diversity, inclusion, and gender issues in undergraduate economics courses: Findings from the sixth national “chalk and talk” survey
Date
2024-01-08
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Education for Business
Abstract
This study uses data from the sixth national quinquennial survey on teaching and assessment methods in economics, also known as the “chalk and talk” survey, to examine, for the first time, how instructor, departmental, and institutional characteristics may contribute to the use of references to diversity, inclusion, and gender issues in undergraduate economics courses. Findings suggest that undergraduate students are differently exposed to these issues depending on the characteristics of the instructors, departments, and institutions. Our work provides a baseline for supporting targeted interventions to increase the use of issues related to diversity, inclusion, and gender in the economics classroom.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Business on 01/08/2024, available at: https://doi.org/10.1080/08832323.2023.2293721. © 2023 Taylor & Francis Group, LLC. This article will be embargoed until 07/08/2025.
Keywords
diversity and inclusion, gender, teaching methods, undergraduate economics
Citation
Laura J. Ahlstrom, Carlos J. Asarta & Cynthia Harter (08 Jan 2024): Factors contributing to the use of references to diversity, inclusion, and gender issues in undergraduate economics courses: Findings from the sixth national “chalk and talk” survey, Journal of Education for Business, DOI: 10.1080/08832323.2023.2293721