Valuing Identity in the Classroom: What Economics Can Learn from Science, Technology, Engineering, and Mathematics Education
借鉴STEM教育文献，提出四种改善经济学教学的方法：主动与协作学习、榜样干预、评估与反馈现代化、文化相关教学，旨在减少少数群体学生的成绩差距并提高其坚持率。
Economics faces stubborn underrepresentation of minoritized identity groups. Economics instructors also largely use antiquated instructional methods. We leverage the literature from the fields of science, technology, engineering, and mathematics education, which have rigorously studied instructional techniques and gathered evidence on a variety of methods that improve learning and reduce demographic gaps. We discuss four broad ideas: active and collaborative learning, role model interventions, modernized design of assessments and feedback, and culturally relevant, responsive, and sustaining pedagogy. We frame these approaches in the context of economics identity, share evidence regarding efficacy, and give examples of how the techniques have been and can be used in economics. In so doing, we provide a set of changes economics instructors can make, large and small, to improve their teaching for all students and to reduce demographic gaps in success and persistence in the field.