在课堂中重视身份认同：经济学能从科学、技术、工程与数学教育中学到什么

中文摘要

经济学领域长期面临处于少数化地位的身份群体代表性不足这一难以改变的问题。经济学教师也大多沿用陈旧的教学方法。我们借鉴科学、技术、工程与数学教育领域的文献；这些领域对教学方法进行了严谨研究，并积累了有关多种能够改善学习效果、缩小不同人口群体之间差距的方法的证据。我们讨论四个方面的理念：主动学习与合作学习、榜样干预、考核与反馈的现代化设计，以及文化相关、文化回应与文化维系的教学法。我们从经济学身份认同的角度阐述这些方法，介绍有关其有效性的证据，并举例说明这些方法已经如何应用于经济学教学，以及还可以如何应用。由此，我们提出了一系列经济学教师可以实施的大小改进措施，以改善面向所有学生的教学，并缩小不同人口群体在该领域取得成功以及持续留在该领域学习或发展方面的差距。

Abstract

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.