Data and Code for: Diagnosing the Learning Environment in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets

Principal Investigator(s): View help for Principal Investigator(s) Amanda Bayer, Swarthmore College; Syon Bhanot, Swarthmore College; Erin Bronchetti, Swarthmore College; Stephen O'Connell, Swarthmore College

Version: View help for Version V1

Name	File Type	Size	Last Modified
Master.do	text/x-stata-syntax	191 bytes	10/18/2020 11:46:AM
README.pdf	application/pdf	121 KB	10/18/2020 12:13:PM
Tables_in_Paper.do	text/x-stata-syntax	9.2 KB	10/18/2020 11:46:AM
combinecohorts.do	text/x-stata-syntax	2.2 KB	10/18/2020 12:12:PM
makeworkingdata_1718.do	text/x-stata-syntax	29.7 KB	10/18/2020 11:45:AM
makeworkingdata_1819.do	text/x-stata-syntax	27.5 KB	10/18/2020 11:44:AM

Project Citation:

Bayer, Amanda, Bhanot, Syon, Bronchetti, Erin , and O’Connell, Stephen. Data and Code for: Diagnosing the Learning Environment in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets. Nashville, TN: American Economic Association [publisher], 2020. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2020-10-20. https://doi.org/10.3886/E124641V1

Project Description

Summary: As part of our profession’s continuing efforts to understand and address the underrepresentation of women and minority students in undergraduate economics majors, this paper analyzes administrative and survey data to diagnose the learning environment in an introductory economics course. The first key contribution of our study is to document significantly lower survey measures of relevance, belonging, and growth mindsets (RBG) among women and URM students in introductory economics relative to non-URM men. Linking these measures to administrative data, we find that students with lower measures of RBG also tend to earn lower grades in the course and are less likely to declare economics as a major.We then provide evidence on the impact of a new, low-cost initiative that our department introduced to encourage persistence in economics among women and URM students.

Scope of Project

JEL Classification:
A20 Economic Education and Teaching of Economics: General
A22 Economic Education and Teaching of Economics: Undergraduate

Time Period(s): 9/1/2017 – 5/30/2019 (Academic Years 2017-18 and 2018-19)

Universe: Introductory economics students at Swarthmore College who took their introductory course in 2017-18 or 2018-19.

Data Type(s): program source code

Related Publications

Unable to retrieve related publications.

Download this project

Loading usage statistics...

Published Versions

V1 [2020-10-20]

Export Metadata

Dublin Core

DDI 2.5

Report a Problem

Found a serious problem with the data, such as disclosure risk or copyrighted content? Let us know.

This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.

This material is distributed exactly as it arrived from the data depositor. ICPSR has not checked or processed this material. Users should consult the investigator(s) if further information is desired.