Is economics coursework, or majoring in economics, associated with different civic behaviors?
Studies regularly link levels of educational attainment to civic behavior and attitudes, but only a few investigate the role played by specific coursework. Using data collected from students who attended one of four public universities in our study, we investigate the relationship between economics coursework and civic behavior after graduation. Drawing from large samples of students in economics, business, or general majors, we compare responses across the three groups and by the number of undergraduate economics courses completed. We find that undergraduate coursework in economics is ...
Economics instruction and the brave new world of monetary policy
Presentation to the AEA National Conference on Teaching Economics and Research in Economic Education, San Francisco, CA, June 1, 2011
Gender ratios at top PhD programs in economics
Analyzing university faculty and graduate student data for the top-ten U.S. economics departments between 1987 and 2007, we find that there are persistent differences in gender composition for both faculty and graduate students across institutions and that the share of female faculty and the share of women in the entering PhD class are positively correlated. We find, using instrumental variables analysis, robust evidence that this correlation is driven by the causal effect of the female faculty share on the gender composition of the entering PhD class. This result provides an explanation for ...
To the trustees of America's economic potential
Spring 2006 Commencement Address, Department of Economics, University of Texas at Austin, May 20, 2006 ; "Today, China and India, nanotechnology, the Internet and the human genome project, the BlackBerry and the iPod are the railroads of the 21st century that are changing the landscape of history. They are propelling us forward into a world in which whatever was optimal before is no longer so."
Keynesian economics without the LM and IS curves: a dynamic generalization of the Taylor-Romer model
John Taylor and David Romer champion an approach to teaching undergraduate macroeconomics that dispenses with the LM half of the IS-LM model and replaces it with a rule for setting the interest rate as a function of inflation and the output gap - i.e., a Taylor rule. But> the IS curve is problematic, too. It is consistent with the permanent-income hypothesis only when the interest rate that enters the IS equation is a long-term rate - not the short-term rate controlled by the monetary authority. This article shows how the Taylor-Romer framework can be readily modified to eliminate this ...
a speech at the Massachusetts Institute of Technology 2006 commencement, Cambridge, Massachusetts
Panel discussion: the transition from academic to policymaker
a speech at the Annual Meeting of the American Economic Association, Philadelphia, Pennsylvania
New Board web site targets middle schoolers