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Most economics departments, including LMU’s, face an extreme demographic imbalance. Be aware of this imbalance and its implications for students who belong to underrepresented groups. Make an effort to build a sense of belonging for all students.

Trivial or sexist or discriminatory examples in lectures, tutorials, and/or exams ought to be avoided and replaced with consequential and diverse applications. We expect our teachers to challenge stereotypes rather than reinforcing them.

Most people have implicit biases driving their decisions and behavior. Such biases may exist among a broad range of dimensions, including gender, sexual orientation, race, disability, physical appearance, body size, age, religion, migratory or socio-economic background. All members of the Economics Department are expected to address their own potential biases and to actively address them when evaluating or grading students. In addition, it is important that students are aware of the existence of biases, including their own biases, i.e. towards teachers.

Lecturers who use textbooks and/or reading lists for their teaching should be aware of potential biases those may have and point out these biases to their students. In addition, a diverse choice of literature is encouraged, regarding both authorship and topics. The gender and race balance of syllabuses and references can be assessed here: https://jlsumner.shinyapps.io/syllabustool/.  Members of the Economics Department are encouraged to not only diversify the syllabus for their teaching but also to be intentional about citing a diverse set of authors for their research.

Students of different backgrounds may face very different starting points for their learning process. Lecturers should try to level the playing field for their students at the beginning of each semester and be aware that not all learning techniques work equally well for everybody.

Lecturers should be approachable for their students and actively offer different ways of contact. These may  include standard on-site office hours, digital office hours, email or communication in whatever tool you use for your teaching (e.g., Moodle). Different individual circumstances may influence the students’ availability of certain tools of communication.

The contact person for teaching and any kind of contact with students is the Dean of Studies
of the Economics Department:
      Andreas Haufler, andreas.haufler@econ.lmu.de, +49 89 2180 3858

Please contact him in case of violations of the above principles or doubts about whether they are being followed.

Resources on (implicit) biases:

Boring, Anne. "Gender biases in student evaluations of teaching." Journal of public economics, 145 (2017): 27-41. https://doi.org/10.1016/j.jpubeco.2016.11.006

Carlana, Michela. "Implicit stereotypes: Evidence from teachers’ gender bias." The Quarterly Journal of Economics134, no. 3 (2019): 1163-1224. https://doi.org/10.1093/qje/qjz008

European Commission. “Implicit Gender Biases During Evaluations: How to Raise Awareness and Change Attitudes?” [Workshop Report] (2017). http://ec.europa.eu/research/swafs/pdf/pub_gender_equality/report_on_implicit_gender_biases_during_evaluations.pdf

Mengel, Friederike, Jan Sauermann, and Ulf Zölitz. "Gender bias in teaching evaluations." Journal of the European Economic Association 17, no. 2 (2019): 535-566. https://doi.org/10.1093/jeea/jvx057

Özgümüs, Asri, Holger A. Rau, Stefan T. Trautmann, and Christian König-Kersting. "Gender Bias in the Evaluation of Teaching Materials." Frontiers in Psychology 11 (2020): 1074. https://doi.org/10.3389/fpsyg.2020.01074

Paredes, Valentina A., M. Daniele Paserman, and Francisco Pino. Does Economics Make You Sexist?. No. w27070. National Bureau of Economic Research, 2020. https://doi.org/10.3386/w27070

Peterson, David AM, Lori A. Biederman, David Andersen, Tessa M. Ditonto, and Kevin Roe. "Mitigating gender bias in student evaluations of teaching." PLoS One 14, no. 5 (2019): e0216241. https://doi.org/10.1371/journal.pone.0216241

Rothermund, Klaus, and Dirk Wentura. "Underlying processes in the Implicit Association Test: Dissociating salience from associations." Journal of Experimental Psychology: General133, no. 2 (2004): 139. https://doi.org/10.1037/0096-3445.133.2.139

Sarsons, Heather. "Recognition for group work: Gender differences in academia." American Economic Review 107, no. 5 (2017): 141-45. https://doi.org/10.1257/aer.p20171126

Schmidt, Ben. "Gendered Language in Teaching Evaluations.” (2019). http://benschmidt.org/profGender


Resources on (How to Increase) Students’ Diversity in Economics:

Avilova, Tatyana, and Claudia Goldin. "What can UWE do for economics?." In AEA Papers and Proceedings, vol. 108, pp. 186-90. 2018. https://doi.org/10.3386/w24189

Bayer, Amanda, Gregory Bruich, Raj Chetty, and Andrew Housiaux. Expanding and Diversifying the Pool of Undergraduates who Study Economics: Insights from a New Introductory Course at Harvard. No. w26961. National Bureau of Economic Research, 2020. http://doi.org/10.3386/w26961

Buckles, Kasey. "Fixing the leaky pipeline: Strategies for making economics work for women at every stage." Journal of Economic Perspectives 33, no. 1 (2019): 43-60. https://doi.org/10.1257/jep.33.1.43

Daly, Mary. (2018, May 14). Economics trails the sciences in attracting a diverse student mix. Financial Times. https://www.ft.com/content/d47e885a-539b-11e8-84f4-43d65af59d43

Li, Hsueh-Hsiang. "Do mentoring, information, and nudge reduce the gender gap in economics majors?." Economics of Education Review 64 (2018): 165-183. https://doi.org/10.1016/j.econedurev.2018.04.004

Porter, Catherine, and Danila Serra. "Gender differences in the choice of major: The importance of female role models." American Economic Journal: Applied Economics 12, no. 3 (2020): 226-54. https://doi.org/10.1257/app.20180426