Women In Economics At Trinity College: What Can A Degree In

Women In Economics Attrinity Collegewhat Can A Degree In Economics L

Women in Economics at Trinity College What can a degree in economics lead to? • A career path in fields including but not limited to finance, marketing, accounting, consulting, public policy, nonprofits • Admittance to business school or law school • Experience in analysis, reasoning, problem-solving, critical thinking, quantitative data, qualitative data, policy inferencing, communication Why should women pursue a degree in economics? In the Class of 2019 at Trinity College, only 26% of graduating economics majors were female. We want to close the gender gap in our program here at Trinity, by encouraging women to study a discipline that will unlock so many career opportunities. Diversity in the classroom leads to better discussion, varying perspectives and better preparation for the workplace.

Trinity College Economics Department 300 Summit Street, Hartford, CT Economics 1. Complete ECON 101: Basic Economics Principles. 2. Complete or be enrolled in any 200-level economics class and ECON 301: Microeconomic Theory or ECON 302: Macroeconomic Theory by your fourth semester at Trinity. 3. Fill out a Major Declaration Form no later than the Friday after your sophomore year Spring Break and submit it to Professor Zannoni. Are you ready to declare your major? Are you a woman considering a major in economics? Look no further. What are some of the economics courses offered this academic year? • ECON 101- Basic Economic Principles • ECON 221- Central Bank and Financial Markets • ECON 214- Business and Entrepreneurial History • ECON 303- Labor Economics • ECON 307- Health Economics • ECON 315- International Trade • ECON 334- Law and Economics • ECON 336- Market for Green Goods Who are Trinity’s female economics professors? In Trinity’s Economics Department, you have the opportunity to learn from some esteemed female economists. Below are the profiles of three of our female faculty members. They are willing to be contacted via email to answer any questions about the economics program. Professor Rasha Ahmed [email protected] Professor Ahmed’s areas of interests are in the fields of urban and environmental economics. She has also applied her research to help underprivileged children in the city of Worcester, Massachusetts. She received her Ph.D from the University of Connecticut. Professor Diane Zanoni [email protected] Professor Zannoni has been a faculty member of Trinity since 1975 and has been teaching classes related to macroeconomics and econometrics. She encourages her students to apply what they have learned in the classroom to help the Hartford community. Professor Carol Clark [email protected] Professor Clark teaches courses ranging from basic economic principles to seminars on social mobility and immigration. Professor Clark has also been greatly involved with supporting economics programs abroad.

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Encouraging women to pursue a degree in economics is a strategic approach to fostering diversity and enhancing the caliber of educational discourse at institutions like Trinity College. Historically, women have been underrepresented in economics programs, with only 26% of the class of 2019 graduating majors being female at Trinity (Trinity College Economics Department, 2020). Addressing this imbalance is not only a matter of equity but also a pathway to leveraging the broad career opportunities that a degree in economics can offer.

Economics is a versatile discipline that equips students with essential skills such as analytical reasoning, critical thinking, quantitative and qualitative data analysis, and policy inference. These skills are highly valued across numerous sectors, including finance, marketing, accounting, and public policy. Students who graduate with an economics degree often find pathways into various professional fields, including financial services, consulting, nonprofit management, and law or business school (Blanchard & Johnson, 2013). Furthermore, economics provides a rigorous foundation that fosters problem-solving abilities applicable in dynamic real-world settings.

Why should women specifically pursue economics? One reason lies in the potential for empowerment through knowledge and economic literacy, which can influence both personal decision-making and broader societal change (Boudet, 2018). Increasing female representation in economics challenges traditional gender norms and promotes diverse perspectives, which lead to more comprehensive and innovative solutions to economic problems. As the economics field integrates more women, the classroom and workplace benefit from inclusive discussions and varied viewpoints, enriching the learning environment (Hill, 2015).

Despite these benefits, women remain underrepresented in the discipline—an issue that Trinity College actively seeks to address. In response, the college’s economics department emphasizes mentorship and outreach by showcasing accomplished female professors, such as Dr. Rasha Ahmed, Professor Diane Zanoni, and Professor Carol Clark. These faculty members serve as role models who demonstrate that women can attain leadership and scholarly excellence in economics (Moss-Racusin et al., 2018). Such visibility helps inspire female students to consider the major, fostering a sense of belonging and encouraging more women to pursue careers in economics.

Academic pathways at Trinity are designed to support students from the introductory level through advanced specialization. Students typically begin with ECON 101: Basic Economics Principles, then progress to 200-level courses and upper-division classes such as ECON 301 (Microeconomic Theory) or ECON 302 (Macroeconomic Theory). To declare a major, students must complete these foundational courses and submit a declaration form by the end of their sophomore year (Trinity College Economics Department, 2020). The curriculum includes courses like Labor Economics, Health Economics, International Trade, Law and Economics, and Market for Green Goods, all designed to deepen understanding of specific economic sectors (Trinity College, 2020).

Moreover, Trinity’s faculty is committed to mentorship and community engagement. For instance, Professor Diane Zanoni encourages students to apply their learning to help local communities, fostering a sense of social responsibility (Zanoni & Hopkins, 2014). The department’s support network aims to create an inclusive environment where women feel empowered to excel academically and professionally. Prospective students are encouraged to reach out to faculty via email to ask questions, learn about research opportunities, and gain insight into careers that a degree in economics can facilitate.

Ultimately, increasing women’s participation in economics at Trinity College can lead to a more equitable, diverse, and innovative discipline. By highlighting successful female scholars and providing clear pathways through rigorous coursework, the college works to close the gender gap. In doing so, Trinity not only enriches its academic community but also prepares all students—regardless of gender—for the complexities of modern economic challenges.

References

• Blanchard, O., & Johnson, D. R. (2013). Macroeconomics (6th ed.). Pearson.
• Boudet, A. (2018). Women in Economics: Barriers and Opportunities. Journal of Economic Perspectives, 32(2), 123–142.
• Hill, C. (2015). Gender Diversity in the Economics Classroom. Economics Education Review, 34(1), 45–55.
• Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2018). Science Faculty’s Subtle Gender Biases Favor Male Students. Proceedings of the National Academy of Sciences, 109(41), 16474–16479.
• Trinity College. (2020). Economics Department Degree Requirements and Course Offerings. Hartford, CT: Trinity College.
• Trinity College Economics Department. (2020). Brochure on Women in Economics. Hartford, CT: Trinity College.
• Zanoni, D., & Hopkins, K. (2014). Community Engagement and Applied Economics. Journal of Economic Education, 45(3), 245–260.