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Research on teaching

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Research on teaching

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Annotation Nonnos of Panopolis in Egypt, who lived in the fifth century of our era, composed the last great epic poem of antiquity. The Dionysiaca, in 48 books, has for its chief theme the expedition of Dionysus against the Indians; but the poet contrives to include all the adventures of the god (as well as much other mythological lore) in a narrative which begins with chaos in heaven and ends with the apotheosis of Ariadne's crown. The wild ecstasy inspired by the god is certainly reflected in the poet's style, which is baroque, extravagant, and unrestrained. It seems that Nonnos was in later years converted to Christianity, for in marked contrast to the Dionysiaca, a poem dealing unreservedly with classical myths and redolent of a pagan outlook, there is extant and ascribed to him a hexameter paraphrase of the Gospel of John. The Loeb Classical Library edition of the Dionysiaca is in three volumes.

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Although women are underrepresented in the field of economics, many see little need for intervention, arguing that women are inherently less interested in economics, or are less willing or able to get the math skills skills needed to do well in the subject. At the same time, others support active efforts to increase the number of women in the field, citing other possible causes of their current underrepresentation. These people argue, for example, that women are deterred from entering the field because of a lack of female role models, or that women are discouraged by an unappealing classroom environment. This study assesses these hypotheses by examining factors that influence undergraduate students' decisions to become economics majors using a survey of students in the introductory economics course at Harvard University as well as data on an entire class of students from Harvard's registrar. We find that although women in the introductory economics course at Harvard tend to begin the course with a weaker math background than men, math background does not explain much of the gender difference in students' decisions about majoring in economics. The class environment and the presence or absence of role models also do not explain much of the gender gap. On the other hand, women do less well in economics relative to other courses than men do, and controlling for this difference in relative performance significantly diminishes the estimated gender gap. An economically large but statistically insignificant difference between sexes in the probability of majoring in economics remains, however, which may be due to differing tastes or information about the nature of economics.