Understanding Low Levels of Participation and Diversity in Economics: A Survey of High School Students

Abstract

Using data from a novel survey of over 4800 students, we examine the low levels of participation and diversity in Economics at Australia's high schools. We find that student demand for Economics as a subject is strongly associated with socio-educational advantage and sex, even when accounting for sample selection in whether schools offer Economics. Students typically have positive perceptions of economics as a field; however, the perceptions of Economics as a subject tend to be negative. Males compared to females, and students from more socio-educationally advantaged schools compared to less socio-educationally advantaged schools have more favorable perceptions of Economics as a subject, which is reflected in a higher likelihood of them choosing to study Economics. Controlling for a greater perceived understanding of what the subject of Economics is about does reduce some of the sex and socio-educational differences in perceptions, but a gap remains.