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  5. Innovations in Teaching Economics of Gender: Feminist Pedagogy for Economics
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Innovations in Teaching Economics of Gender: Feminist Pedagogy for Economics

Paper Session

Friday, Jan. 6, 2023 12:30 PM - 2:15 PM (CST)

New Orleans Marriott, Preservation Hall Studio 8
Hosted By: International Association for Feminist Economics
  • Chair: Amanda Bayer, Swarthmore College

On Teaching Cooperative Economies in the Canadian University: Applying an Anti-Racist Feminist Pedagogy in the Classroom

Caroline Shenaz Hossein
,
University of Toronto
Michelle Stack
,
University of British Columbia
Megan Pearson
,
York University

Abstract

Canada has a renowned reputation in the social economy starting with the story about the Desjardins caisses populaires in Levis, Quebec. However, many students do not learn about the Social and Solidarity Economy (SSE) before they reach the university. When students learn about the economy at the university level, it is the corporate capitalist model that is taught. Canadian business schools, as well as many disciplines erase the varied ways of economic organizing by women and racially marginalized groups. In this paper, the authors draw on Gibson-Graham’s (2006; 1996) theory of community economies to argue that using an array of experiential education methods can move learning beyond the pro-growth capitalist model learning and widen the canons about feminist knowledge and pluralized economies. As anti-racist feminist scholars, we are vested in activist pedagogy to challenge the universalizing understanding of political economy in teaching cooperative economies, so that our students become are globally aware citizens. The authors draw on their teaching experience over the decades at Canada’s largest universities: York, University of Toronto and the University of British Columbia to show what methods in experiential education they activate to ensure an anti-feminist teaching agenda.

Integrating Gender into a Labor Economics Class

Yana Rodgers
,
Rutgers University
Jacqueline Strenio
,
Norwich University

Abstract

Most classes about gender and women in the economy introduce these topics in specific, upper-division courses. However, gender should not just be relegated to specific classes. An undergraduate course in labor economics presents an opportunity to introduce students to the importance of gender differences in economic outcomes. This article argues that a systematic integration of gender into labor economics courses is feasible and desirable. We provide a prototype of such a course, showing how gender-aware content (scholarly articles) and feminist pedagogies (activities and assignments) can complement a standard textbook. We also review popular labor economics textbooks, showing how gender issues are usually contained in a single chapter rather than thoroughlyintegrated throughout the text. In addition to exposing students to more diverse content, mainstreaming gender into the classroom may help cultivate inclusivity and belongingness by allowing all students to see themselves and their lived experiences reflected throughout the course.

The Necessity of Pursuing Feminist Pedagogy in Economics

Lisa Giddings
,
University of Wisconsin-La Crosse
Stephan Lefebvre
,
Bucknell University

Abstract

The purpose of this paper is to characterize feminist pedagogy within the context of economics instruction in the US and to contribute to the development of this paradigm by charting out a research agenda for feminist pedagogy in economics. Our argument proceeds in two parts. First, we answer the question, what is feminist pedagogy in economics (FPiE)? This section sets out a working definition and contextualizes FPiE within the broader pedagogy literature, within the pedagogy literature specific to economics, and within the practice of economics teaching today. Next, we explore new directions for research and practice in FPiE by discussing post-positivist epistemologies, resisting the depoliticization of economics education, and effective responses to diversity in the neoliberal university.

Barriers to Entry: Do Students’ Perceptions Contribute to the Underrepresentation of Women and Gender Minorities in Economics?

Melanie G. Long
,
College of Wooster
Madison Buckley
,
College of Wooster
Zareen Thomas
,
College of Wooster

Abstract

Women and gender minorities are underrepresented within the field of economics. This underrepresentation begins at the undergraduate level and worsens thereafter as women account for 34% of undergraduate and PhD level economics students and only 14% of full professors. This study investigates the undergraduate experience of women and gender minorities and how their perceptions of economics may lead these groups to self-select out of the major. In addition, this study utilizes a mixed methods approach to understand students’ perceptions and experiences more thoroughly. Drawing on the existing literature, we address factors including expected discrimination, interest in economic research topics, and societal expectations as potential contributors to women’s and gender minorities’ underrepresentation. We conducted a survey and two focus group sessions to ask students at a small U.S. liberal arts college a series of questions about their choice of college major and perceptions of economics. Results show that women and gender minorities, on average, consider a sense of community and representation to be more important when choosing their college major when compared to men. In addition, women and gender minority students are less likely to view economics as a safe space and are more highly aware of the gendered barriers that exist within the field than men. The quantitative and focus group results suggest that the incorporation of feminist and queer pedagogy may collectively improve the experiences of economics students.

Infusing Diversity in a History of Economic Thought Course: An Archival Study of Syllabi and Resources for Redesign

Sarah Small
,
University of Utah

Abstract

History of economic thought courses are touted as opportunities to improve students’ understandings of pluralism in economics. However, a course solely covering the thoughts of White men is unwelcoming and provides an incomplete depiction of the development of economic thought. In this paper, archival research of five decades of history of economic thought syllabi indicates that courses have shifted to include new perspectives but remain fixated on works by White men. To foster inclusivity, I suggest additional, alternative content for a history of economic thought syllabus, incorporating works by more a more diverse group of economic thinkers.

Discussant(s)
Michelle Stack
,
University of British Columbia
Melanie G. Long
,
College of Wooster
Stephan Lefebvre
,
Bucknell University
Jacqueline Strenio
,
Norwich University
Ariane Agunsoye
,
Goldsmiths, University of London
JEL Classifications
  • A2 - Economic Education and Teaching of Economics
  • B5 - Current Heterodox Approaches