How to belong: Inclusive pedagogical practices for beginning instructors of economics

Mary Lopez and Kirsten Wandschneider

The Journal of Economic Education, 2024, vol. 55, issue 1, 41-53

Abstract: The authors of this article demonstrate best practices for creating belonging in economics, which allows diverse students to feel respected and accepted within the discipline. Opportunities to connect with economics allow students to understand and be empowered by the value they add to the classroom. The suggested practices thus include providing students with ample opportunities to apply their economics knowledge to their own personal experiences and giving them the support that sustains interest in and a connection with economics. Introductory classroom practices that are most useful for new instructors of economics (Level I activities) are presented, followed by a discussion of the various ways that new instructors can build out these practices in future iterations of their courses (Level II activities).

Date: 2024
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DOI: 10.1080/00220485.2023.2258876

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