Abstract

Retaining women students who express interest in economics classes is an important first step in fixing the “leaky pipeline” of women out of economics at every stage, from introductory economics to full professor. This project will assess whether an intervention that introduces gender-related material into economics courses improves women students’ sense of relevance and belonging, test scores, and continuation in further economics and mathematics classes.

Principal Investigator

Rachel Heath

Associate Professor, Dept. of Economics, University of Washington

Co-Principal Investigators

Melissa Knox

Associate Professor, Dept. of Economics, University of Washington