By Anastasia Wilson and Casey Buchholz
In the wake of the current uprising in support of Black Lives Matter, there has been increasing interest in the use of mainstream empirical methods in economics — like randomized control trials (RCTs) and administrative data evaluation — to address issues of racism and violence in the institution of policing. These interests are well intentioned, but similar to prior debates, we are reminded that “there is reason for concern” about the relevance of these approaches amidst a mass movement calling for deep structural and institutional change. In just two weeks, mass protests have sprung up across the U.S. and the world calling for the defunding, disbanding, and abolition of police as well as the dismantling of white supremacy. This moment has the potential to bring about an institutional and structural shift in our politics, society, and economy. Given this, we will echo many of the concerns shared by economists about the limits of some empirical methods, the biases embedded in administrative data, and the relevancy of these approaches to the current moment calling for immediate change. Read More »
The debate in Higher Education (HE) in the UK is slowly starting to recognise that inequality in education is both the cause and consequence of societal elitism. As a result, there is an increasing debate about widening access to academia, and more and more newspaper articles are devoting attention to the few who made it through the Oxbridge close-circle system.
On the 17th of May 2019 the Reteaching Economics and IIPPE Teaching Political Economy working group organised a workshop on economic pluralism, teaching and research. I was chairing the panel on “Challenges and Opportunities for the Economics Curriculum Around Decolonisation, Gender and Diversity” which included brilliant contributions from Dr Meera Sabaratnam (SOAS), Dr Lucia Pradella (King’s College), Dr Ingrid Kvangraven (University of York) and Ali Al-Jamri (Rethinking Economics, Diversity Campaign Manager). They addressed various political, historical and cultural issues around neocolonialism, imperialism, racism, sexism and gender segregation in HE at large and in the economic discipline in particular. Considering the potential great complementarity of the topics, I thought it was relevant to bring in the class dimension in the discussion. I noticed that while the marginalization of women and people of color is rightly getting increasing attention, the class dimension is sometimes forgotten. Indeed, although class remains a crucial lens to untangle injustice and exclusion in the HE industry, it isn’t dealt with with as much urgency. Maybe also because it’s a bit less visible. Indeed, last week I was discussing this issue with another ‘academic migrant’ from Southern Europe, and he suggested: “Panels should ask “what do your parents do/did for a living?” during job interviews.
To prepare my presentation, I approached a couple of ‘data intelligence’ offices in UK universities asking for facts about the class dimension of access to higher education in the UK. I was pointed to the Office for Students, which is a new resource that enables us educators, but also students, to look at various key bits of data on the university sector as a whole, and on individual universities. A very useful resource indeed!
So here is what I found, and the results are pretty discouraging. Read More »
I recently read Claudia Sahm’s piece on why there are very few female economists in the blogosphere. As a blogger herself, as someone who is active on Twitter, and as a follower of approximately eighty blogs, she states with no hesitation: “It’s true, very few female economists blog. Period.” For her, three hypotheses may explain this absence: women with opinions are not well received, women are busy with other forms of service, and women underestimate what they would contribute by blogging. But aren’t these actually manifestations of a deeper issue?
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