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

摘要

A primary contribution of this paper is to document significantly lower measures of RBG among women and URM students relative to non-URM men in introductory economics. We also provide evidence that higher levels of RBG are associated with better performance in introductory economics and greater persistence in the discipline. Our evidence suggests that interventions to increase RBG may help to increase the rates at which women and URM students pursue economics beyond the introductory level.