Abstract
Studies of the impact of gender on student performance in the principles of economics yield ambiguous conclusions. Some studies find that women are less successful than men in the principles of economics, while others conclude that gender is inconsequential. Few, if any, scientific works find women’s performance better than men’s performance. These ambiguities arise because past studies have not considered the distribution of brain-types by gender. This paper addresses the question of which brain-types are more successful in the principles of economics and whether these brain-types can be associated with a particular gender.
Recommended Citation
(2026)
"Brain-Type, Gender, and Student Success in the Principles of Economics,"
Journal of Economics and Finance Education: Vol. 9:
Iss.
1, Article 3.
Available at:
https://scholarship.rollins.edu/jefe/vol9/iss1/3
