Moving Beyond the Masculine Neoclassical Classroom

In addition to critiques of the content and methodology of neoclassical economics, feminist economists have also offered constructive reflections on the way economics is taught. The "Voluntary Economics Content Standards for PreCollege Economics Education," developed in 1997 by the U.S. National Council of Economic Education, present yet another challenge to feminist economic educators. In this paper, we first review general methods for challenging and expanding these standards. Next, we select a specific content standard and explore how it might be reworked to reflect more accurately feminist economic scholarship and pedagogy. This reformulation of the standard will help broaden the pedagogy and content that are both implicit and explicit in all of the standards, allowing for a more inclusive classroom.     

Gender Earnings Differentials Among College Administrators

This analysis examines gender pay gap among the top five salaried individuals at private higher education institutions. We find a 13.0 percent average pay disadvantage for women versus men. This pay gap can be decomposed into a 10.4 percent differential owing to differences in the types of institutions and occupations that women hold relative to men and a 2.6 percent unexplained earnings differential.     

The Measurement of Firm Information About Product Demand

The role of firm information about product and financial markets is the subject of considerable research. Typically empirical research measures information through price dispersion. However, the dispersion represents an imperfect measure of information. Several studies utilize stochastic frontier estimation techniques to measure worker information about the labor market. This paper determines whether the frontier information measure can be applied to the measurement of firm information about product markets. Several intuitive hypotheses are tested concerning the relationship between firm characteristics and information investments. The results are consistent with expectations and provide support for using stochastic frontier techniques to measure firm information.     

A ‘Big Think’ Approach to Government Debt: Promoting Significant Learning in Introductory Macroeconomics

Drawing on Dee Fink's theory of significant learning, the authors present a ‘big think’ learning module to supplement fiscal policy discussions in introductory macroeconomics courses. Students are asked to consider a salient, contentious question that can be addressed in meaningful ways based on principles-level concepts and models, namely: ‘In your judgment, does the recent steep rise in the US debt-to-GDP ratio pose a serious threat to the US economy? Why or why not?’ To enhance students' willingness and ability to engage this big think question, the module provides open-ended preparatory exercises amenable to courses taught from heterodox or mainstream perspectives. Unlike standard textbook treatments which inadvertently thwart exploratory thinking and provide little support for analyzing case-specific burdens and benefits of government borrowing, the big think unit motivates students to think logically and creatively about the debt–GDP relationship in the current US context.     

Frontier estimation of changes in Workers' labor market information

This paper uses search theory to analyze the association between worker characteristics and changes in workers' labor market information across time. A number of hypotheses concerning who will invest in more information over time are derived from search theory and tested. Stochastic frontier estimation techniques are used to estimate the workers' information at different points in time. Workers who are searching for a new job, who currently have less information, experience, and tenure, but more education, or who live in counties with low levels of unemployment will have a greater increase in information across time.