The present study follows a cohort of 290 students, at an American university,who
were exposed to two different pedagogical approaches – traditional ‘chalkand-talk’
and classroom experiments.Although we find that the number of majors and
upper division economics classes taken were not significantly different between
the two groups as a whole, there were some differences across individual
characteristics. For example, males who were exposed to classroom experiments
enrolled in more upper division economics courses than similar males in the
control group.Also, students in the experimental group who had taken economics
in high school enrolled in more upper division economics courses than their
counterparts in the control group.Minorities in the experimental group, however,
enrolled in fewer upper division economics classes than their colleagues in the
control group.