Inclusive Teaching in Intermediate Microeconomics: All Flowers, No Weeds in the Hardest Core Class

Sarah Jacobson and Angelino Viceisza

The American Economist, 2025, vol. 70, issue 2, 315-329

Abstract: Intermediate microeconomics is often considered a “weed-out†class that winnows economics majors down to those who can cut it in the tough field of economics. We argue that this mindset unnecessarily gatekeeps economics and that all students should be seen as flowers to be cultivated. We suggest strategies for teaching this course in an inclusive yet rigorous way. First, we discuss sense of belonging, economics identity, active support of students, and student growth mindset. Next, we discuss assessment of students’ quantitative preparation and support of students with weaker math backgrounds. We then encourage active learning, providing specific example activities. We discuss how the material, which can seem abstract, can be made relevant and compelling to undergraduates, including those from underrepresented backgrounds. Finally, we discuss the importance of instructors’ growth mindset with regard to students and the value of communicating the belief that all students can succeed in the course.

Keywords: economics education; inclusive pedagogy; intermediate microeconomics; A22; D00 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:amerec:v:70:y:2025:i:2:p:315-329

DOI: 10.1177/05694345251353133

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