Difference between revisions of "Alter the introductory textbooks"

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Jump to: navigation, search
Line 13: Line 13:
 
{{hidden|Sources|
 
{{hidden|Sources|
  
Feiner, Susan F. "Introductory Economics Textbooks and the Treatment of Issues Relating to Women and Minorities, 1984 and 1991." Journal of Economic Education v24, n2 (Spring 1993): 145-62. http://www.jstor.org/stable/1183163}}
+
Feiner, Susan F. "Introductory Economics Textbooks and the Treatment of Issues Relating to Women and Minorities, 1984 and 1991." [[The Journal of Economic Education]] v24, n2 (Spring 1993): 145-62. http://www.jstor.org/stable/1183163}}

Revision as of 16:49, 27 October 2011

Introductory economic textbooks often either contain misrepresentations of underrepresented groups, or do not even bother to mention underrepresented groups at all. The textbook is an integral component to the economics classroom, and is a key resource in providing students further insight into the field. Biases that are present in economic textbooks not only create an uncomfortable classroom environment for underrepresented students, but it also may discourage underrepresented students from pursuing further studies in economics.


Common issues found in introductory economics textbooks include biases associated with the definition of economic problems, biases associated with the review of previous research, and biases that marginalize the experiences of women and minorities.


For instance, unlike other social sciences like sociology, political science, or psychology, extensive documentation of sources are typically not provided in economics textbooks. Therefore often times it is ambiguous as to whether a study sample has flawed methodology which as a result has depicted underrepresented groups negatively.


References may also contribute to biases found in economics textbooks. This is due to the fact that often times textbooks have very little variety in the sources used to present topics (e.g. poverty). "Despite the commitment of teachers and textbooks to “teaching students to think like economists,” it is remarkable that our textbooks offer so little choice on these important issues. (Feiner 150)"