The study found that although field independent and field dependent sixth grade students had equal prior knowledge of economic concepts, field independent students learned more than field dependent students from "Trade-Offs." Males were more field independent than females. Although males scored higher on the posttest, the difference was…

This article views learning and attitude formation within the context of joint production. Tables show summary statistics and estimated marginal products and rates for each output. These estimates reveal trade-offs within the learning process that differ for men and women. (PB)

Reports on a survey of 213 economists to determine the role feminism has played in economics and economic views. Finds that, although the number of women studying economics has increased, feminism has little impact on scholarship in economics. Discusses the reasons for this lack of impact. (CFR)

A study was done of higher education curricula with substantial enrollment by women (such as fashion merchandising and home economics) to examine the context and substance of the curricula, to identify infrastructures that have supported these programs, and to probe issues that face administrators, faculty and students engaged in such programs.…

Asserts that, on average, women score lower on the Graduate Record Exam (GRE) Subject Test in Economics. Reports on a study of 149 student scores on the test to identify factors associated with this differential performance. Finds little support for the notion that men are simply better than women in quantitative areas. (CFR)

Reports on a study of the number of four-year Bachelor's degrees awarded in economics in 1993-94. Finds that the number of undergraduate degrees in economics continues to decline. Presents three tables of statistical data and discusses possible reasons for this decline. (CFR)

Reviews research literature on the effectiveness of cooperative learning in higher education. Identifies and discusses the free-rider problem inherent in assigning grades in cooperative learning activities. Proposes that one randomly selected group member take the examination with his or her grade assigned to all group members. (CFR)

Challenges the assumption that female students enter college possessing greater verbal abilities than male students. The results of reading comprehension exercises conducted in introductory macroeconomics courses over a four-year period reveal little dichotomy in gender-specific performance. These findings are generally supported by SAT scores.…

Analyzes enrollment and other statistical data from Harvard University toward discussing the question of why women are less likely than men to major in economics. Discovers little evidence to suggest that the dichotomy is dependent on mathematics aptitude. Alternative explanations include a lack of interest and socialization. (MJP)

Discusses problems of sample selection in explaining student performance in economics classes. Reports on a study of student performance correlated with class attendance, course dropouts, and homework. Concludes that any researcher gathering data about instructional effectiveness must account for students who drop the class. (CFR)

Reports on a study of 6,718 college students enrolled in an introductory economics course to determine factors associated with successful achievement. Finds high overall academic achievement in high school and a strong mathematics background, especially calculus, were the two most important factors. (CFR)

Presents results of a study examining gender differences in measures of academic aptitude and achievement that predict persistence in introductory economics courses. Concludes that females need more validation than male students to persist in the study of economics. Suggests that the need for female students to overcome classroom climate may…

Analyzes data collected from 132 liberal arts colleges to determine the motivating factors for the presence of gender-oriented courses. Results suggest that highly ranked, nonreligiously affiliated schools are most likely to support these courses. Many also are found in larger economics departments with a high percentage of women students. (MJP)

Focuses on the state of gender bias in graduate economics education using a mail questionnaire to persons earning doctoral degrees in economics during 1970-89. Women reported less social contact, fewer collaborative publications, and less access to academic/professional advice from predominantly male faculty members. (MJP)

Contends that the field of economic history is no longer a separate subfield of economics but an integral part of the entire discipline. Explains the concepts of monetary policy, labor force development, and economic growth in U.S. economic history. Concludes that the end of economic history is the beginning of better and richer economics. (CFR)