Gender and Intermediate Microeconomics Course Performance: Does Course Type Matter?

Abstract

This study examines the effects of gender on performance for students taking one of two different intermediate microeconomics courses: a quantitative, calculus-based course and a non-quantitative, non-calculus-based course. We also assess how gender differences in students’ math and verbal abilities and college achievement affect intermediate microeconomics course grades. Our results indicate gender is not a significant indicator of intermediate microeconomics course performance. Math SAT scores and principles of microeconomics course grades are significant predictors of performance for non-quantitative course students only. Cumulative GPAs have strong, positive correlations with grades for students in both course types. These findings have implications for students’ economics major selection and are positive in the context of closing the gender gap in economics degree attainment. JEL Codes: A20, A22