Economics has a well-documented problem with diversity. Literacy-targeted (LT) courses designed for a broader spectrum of students have the potential to help address the underrepresentation of women and racial/ethnic minorities in the discipline. The authors of this article explore how, by using the LT approach, introductory economics instructors can employ discussion, data, media reports, experiments, and other activities to broaden the applications of classroom content, including addressing issues of racism and discrimination.
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Hoover et al. (2024) studied this question.
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