KimMarie McGoldrick

Income variability, uncertainty and housing tenure choice1

Abstract Prior theoretical and empirical studies, generally suggest that individuals facing greater uncertainty are less likely to own their home. However, Fu (1995) [Fu, Y., 1995. Uncertainty, liquidity, and housing choices. Regional Science and Urban Economics 25, 223-236] finds the theoretical relationship between uncertainty and housing choices is ambiguous. This paper employs several measures of uncertainty to reexamine the empirical relationship between uncertainty and housing tenure. Results indicate that income uncertainty reduces the likelihood of individuals owning homes at a point in time.

Self-Reports of Student Cheating: Does a Definition of Cheating Matter?

The authors examine student cheating based on implicit and explicit definitions of cheating. Prior to being provided a definition of cheating, students reported whether they had cheated. Students were then provided a definition of cheating and asked to rereport their cheating behaviors. Results indicate that students do not understand what constitutes cheating and are much more likely to report cheating postdefinition. In addition, both pre- and postdefinition cheating behaviors are more prevalent for students with lower GPAs and for those who perceive more cheating by student peers. Alcohol consumption, seeing another student cheat, fraternity/sorority membership, and athletic membership also increase the likelihood of cheating. These findings are consistent with previous studies. On the basis of a sample of students who provided cheating data after a definition of cheating is communicated, the authors find that students who believe that punishment for cheating is relatively severe are less likely to report cheating and that students at institutions with well-publicized honor codes are less likely to admit to cheating compared with students at nonhonor code institutions.

Service-Learning in Economics: A Detailed Application

(1998). Service-Learning in Economics: A Detailed Application. The Journal of Economic Education: Vol. 29, No. 4, pp. 365-376.

Service-Learning and the Economics Course: Theory and Practice

Service-learning has grown in popularity as a pedagogical alternative in many liberal arts based educational settings. While many disciplines have embraced this new approach, the economics discipline seems slow to respond to this educational trend. This paper overviews the recent reexamination of the economics classroom including a discussion of the links between active, experiential, and service-learning. The authors then provide a detailed application of one form of service-learning, student-based instruction, for a managerial economics course.

“We Got Game!”: An Analysis of Win/Loss Probability and Efficiency Differences Between the NBA and WNBA

This article provides estimates of differences in game play between the WNBA and NBA. Game outcome measures that are absolute (win or loss) and relative (ratio of final points) both reveal differential impacts of relative characteristics of play (ratio of shooting percentages, rebounding, assists, turnovers, personal fouls, and differences in steals and blocked shots). A stochastic frontier model is estimated and used to generate (relative) efficiency measures of play that further reveal differences between the two leagues.

The effect of worker mobility on compensating wages for earnings risk

The effects of worker mobility on the payment of compensating wage differentials for earnings risk are examined. Previous research consistently finds compensating wages are paid to workers facing earnings uncertainty. However, job shopping models suggest that if workers have sufficient mobility, they may prefer uncertain situations. Here, simultaneous equations are estimated where both wages and worker mobility are endogenous to examine whether workers with greater uncertainty have greater mobility and whether workers with greater mobility receive lower compensating wage differentials. Results indicate that workers facing more uncertainty have a greater degree of mobility. Also, workers with greater mobility receive lower compensation for income uncertainty, although on average this compensation is positive. These results are consistent with the traditional model predictions and supportive of job shopping models.

Pluralism and Economic Education: a Learning Theory Approach

Preparing students to participate in social and economic life after graduation is a widely held goal of economics instructors. How that goal is achieved and interpretations of what is a relevant skill, however, are a source of debate, covering both content coverage and pedagogical practices. This paper argues that a more pluralistic approach to both course content and pedagogy is fundamental for better preparing economics students for the world, and that learning theory is an integral component of understanding how to design practices to achieve desired outcomes.

Toward A Feminist Pedagogy In Economics

Feminist economists have used feminist thought to analyze and revise the discipline of economics. This paper extends these analyses to the teaching of economics in college and suggests that feminist teaching methods might serve economists well in transforming the economics classroom to one that is more hospitable to wider audiences. The approach explored proceeds from the intersections of two avenues for incorporating more inclusive teaching methods. In the McIntosh tradition, stages for making course contents more inclusive are presented along with a discussion of how to develop inclusive classroom learning environments. The interaction of contents and methods and the implications of feminist thought for the teaching of economics are explored.

When Service is Good for Economics: Linking the Classroom and Community through Service-Learning

Service-learning is an experiential learning pedagogy that enables students to integrate their study of economics in the classroom with service activities in their communities. It enhances student learning because it encourages deep learning. Furthermore, it is a method by which economics can be made more accessible to an increasingly diverse student body and improve the relationship between colleges and universities and their communities. This paper offers an overview of the learning theory that underlies service-learning experiences, describes examples in the economics curriculum which demonstrate the associated components of deep learning, and provides a discussion of important considerations for economics faculty who wish to integrate service-learning into their classrooms.

Student Quantitative Literacy: Importance, Measurement, and Correlation with Economic Literacy

The importance of quantitative skills in learning economics cannot be overstated. Many previous studies have attempted to measure the degree to which such skills impact performance in economics classes. Typically these studies have relied on a proxy for measuring quantitative skills, such as the number and type of math courses a student has completed. Yet it is the proficiency in math rather than the exposure to it that is expected to impact the learning of economics and performance in economics courses. In this paper we use a pre and post course math quiz to address two major research questions. First, we examine the degree to which students who have greater math aptitude also have a better grasp of basic economics concepts prior to taking a principles of economics course. Second, we explore the degree to which this math aptitude is correlated with higher economic learning. Our results indicate that (prior to taking a principles of economics course) students do not fare well on simple quantitative questions and hence do not possess an adequate working knowledge of the “language” we often speak during our economics courses. Our analysis shows, however, that quantitative literacy is a very important determinant of economic literacy in both the pre and post course surveys. More specifically, we have shown that having skills such as being able to solve a system of equations and compute a percentage, and being able to interpret increases and decreases on a graph will lead to higher economic knowledge at the end of the semester.