000			01788nam a2200241Ia 4500
008			241008s9999||||xx |||||||||||||| ||und||
022			_a0895-3309
100			_aBarrera, Sergio _9122514
245		0	_aValuing Identity in the Classroom: What Economics Can Learn from Science, Technology, Engineering, and Mathematics Education
260			_bJournal of Economic Perspectives
260			_c2024
300			_a163-190
520			_aEconomics faces stubborn underrepresentation of minoritized identity groups. Economics instructors also largely use antiquated instructional methods. We leverage the literature from the fields of science, technology, engineering, and mathematics education, which have rigorously studied instructional techniques and gathered evidence on a variety of methods that improve learning and reduce demographic gaps. We discuss four broad ideas: active and collaborative learning, role model interventions, modernized design of assessments and feedback, and culturally relevant, responsive, and sustaining pedagogy. We frame these approaches in the context of economics identity, share evidence regarding efficacy, and give examples of how the techniques have been and can be used in economics. In so doing, we provide a set of changes economics instructors can make, large and small, to improve their teaching for all students and to reduce demographic gaps in success and persistence in the field.
650			_a Engineering _98396
650			_a Mathematics Education _966614
650			_a Science _91378
650			_a Technology
650			_aEconomics _92
700			_a Holmes, Marionette _9122515
700			_a Jacobson, Sarah _9122516
700			_a Sajadi, Susan _9122517
856			_uhttps://www.aeaweb.org/articles?id=10.1257/jep.38.3.163
999			_c134293 _d134293