Diverse students climbing a staircase of economics textbooks, symbolizing their educational journey.

Decoding the Gender Gap: How Majors and Introductory Economics Impact Future Success

Soraya Malik in Mind & Education August 2025 • 4 min read.

"Explore the surprising insights from a Taiwanese business school study on gender, academic majors, and their influence on student performance and career paths."

The debate surrounding gender diversity in economics has intensified, particularly as progress in the field lags behind other STEM disciplines. Studies reveal a persistent underrepresentation of women, prompting investigations into the root causes, which range from math intensity to systemic career barriers.

A recent study from a business school in Taiwan sheds new light on this issue by analyzing the performance of students in introductory economics courses. By examining the relationship between gender, academic majors, and exam scores, the research uncovers critical factors that influence academic success and future career paths.

This analysis challenges conventional assumptions and provides empirical evidence that academic ability, as measured at college admission, plays a more significant role than gender in predicting performance in introductory economics. The findings underscore the importance of addressing systemic barriers and promoting inclusivity to foster a more diverse and equitable economics profession.

Does Gender Matter? Examining Performance in Introductory Economics

Diverse students climbing a staircase of economics textbooks, symbolizing their educational journey.

The study, which analyzed data from 2008 to 2019, reveals no significant difference in exam scores between genders. This finding suggests that inherent academic ability, rather than gender, is a primary determinant of success in introductory economics. However, the research highlights the significant impact of a student's chosen major on their exam performance.

Students in certain majors, such as finance and money and banking, consistently outperformed their peers in introductory economics. This variation likely reflects the academic rigor and selectivity associated with these programs, indicating that pre-existing academic skills and knowledge play a crucial role in student achievement.

Major Matters: Specific majors correlate with higher exam scores, showcasing the importance of pre-existing academic skills.
No Gender Gap: The study found no significant differences in exam scores based on gender.
Future Predictors: Introductory economics performance strongly predicts future academic success.

Furthermore, the study demonstrates a strong correlation between performance in introductory economics and future academic success. Students who excel in these foundational courses are more likely to receive academic awards, indicating that early success in economics can serve as a predictor of continued achievement. This insight emphasizes the importance of providing robust support and resources for students in introductory economics to set them on a path to long-term success.

Breaking Down Barriers: Promoting Diversity in Economics

By challenging conventional assumptions about gender and academic performance, this research offers valuable insights for policymakers and educators seeking to promote diversity in the economics profession. By addressing systemic barriers and fostering inclusivity, we can create a more equitable environment where all students have the opportunity to thrive, regardless of their gender or background. The key is to recognize and support academic potential early on, ensuring that introductory economics courses serve as a stepping stone to future success for all students.

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This article is based on research published under:

DOI-LINK: https://doi.org/10.48550/arXiv.2106.10091,

Title: Introductory Economics: Gender, Majors, And Future Performance

Subject: econ.gn q-fin.ec

Authors: Natsuki Arai, Shian Chang, Biing-Shen Kuo

Published: 18-06-2021

Everything You Need To Know

Does gender significantly impact performance in introductory economics courses, according to the study?

No, the study from the Taiwanese business school revealed no significant difference in exam scores between genders in introductory economics. The research suggests that inherent academic ability, rather than gender, is a primary determinant of success in these courses. This finding challenges conventional assumptions about gender's impact on academic performance in economics.

Which factors, besides gender, were found to influence student performance in introductory economics, and how significant were they?

The study highlighted that academic majors play a significant role in introductory economics performance. Students in majors such as finance and money and banking consistently outperformed their peers. This variation is likely due to the academic rigor and selectivity of these programs, indicating that pre-existing academic skills and knowledge are crucial for achievement. Furthermore, introductory economics performance strongly correlates with future academic success.

How can the findings of this research be applied to promote diversity within the economics profession?

The research provides insights for policymakers and educators to promote diversity. By challenging conventional assumptions about gender and academic performance, the study emphasizes the importance of addressing systemic barriers and fostering inclusivity. Supporting academic potential early on, particularly in introductory economics courses, can help create a more equitable environment where all students can thrive, regardless of gender or background.

What is the relationship between performance in introductory economics and a student's future academic success?

The study demonstrates a strong correlation between performance in introductory economics and future academic success. Students who excel in these foundational courses are more likely to receive academic awards. This indicates that early success in economics can serve as a predictor of continued achievement. Providing robust support and resources for students in introductory economics can set them on a path to long-term success in the field.

What were the key methodologies and data used in the study, and over what time frame was the data collected?

The study, conducted by a Taiwanese business school, analyzed data from 2008 to 2019. The research focused on the performance of students in introductory economics courses, examining the relationship between gender, academic majors, and exam scores. The analysis used this data to uncover factors influencing academic success and future career paths, providing empirical evidence to challenge conventional assumptions and inform strategies for promoting diversity in economics.