Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom

Abstract

The economics profession lacks diversity and, as a result, interventions have been introduced at the graduate and professional levels to minimize the effect of the “leaky pipeline.” In addition, economic educators lack training in classroom management and student interaction, which may lead to underinvestment in fostering diversity, inclusion, and a belonging environment in the classroom. The author of this article presents low-cost interventions to increase diversity and inclusion by developing a sense of belonging at the principles level. The focus of these interventions is on faculty behavior and pertains to classroom management and student interactions.