Relevance, Belonging, Growth Mindset, and Persistence in Economics across Institution Types

This project investigates the role relevance, belonging, and growth mindset play in persistence in economics, as a potential barrier or lever for change across diverse settings. Baseline data are from surveys of 805 students at 24 institutions (as well as information on 49 faculty teaching the 105 classes students were enrolled in). A sample of 199 students was followed up a year later. The data over-sampled women's colleges and minority serving institutions. Data include information on student and faculty demographics and attitudes towards economics, as well as student persistence in economics.