At ETHS, the Women in Economics class offers students the chance to learn core economic concepts while also examining how economics affects people in different ways. Taught by Kate Iverson, the course explores topics such as scarcity, opportunity cost and supply and demand, subjects that are also covered in the Economics course open to students of any gender.
“The main differences between Women in Economics and Economics are really the affinity space and the lens in which we learn about economics,” said Iverson.
Iverson emphasizes the importance of representation in the field, noting that economics can feel intimidating for many students.
“Being able to study this subject in an affinity space hopefully gives students the confidence to learn, make mistakes and keep going,” said Iverson.
According to junior Lucy La Fond, the class has changed how she thinks about economics and its relevance in everyday life. La Fond said she chose the class because she wanted to understand the basics of economics without feeling uncomfortable asking questions.
“I wanted to take Women in Economics specifically so that I didn’t have to worry about being talked down to or asking stupid questions,” said La Fond.
Through the class, La Fond discovered her passion for economics and began to see how important it is in shaping young people’s lives.
The course uses interactive activities and simulations to help students understand economic systems and real-world markets. In one activity, students participated in a simulated market where half the class had beads and acted as sellers while the other half, who did not have beads, acted as buyers. Each group was given price limits that restricted how much they could sell or buy for, but neither side knew the other group’s limits. As students negotiated trades, the activity demonstrated how prices gradually adjust through interaction between buyers and sellers, showing how markets can regulate themselves over time.
Iverson said simulations like this one are some of her favorite assignments because they allow students to see economic concepts in action. In the class, students learned about different economic systems through a bracelet-making simulation and traced the journey of a t-shirt to understand globalization and the experiences of garment workers.
Beyond teaching economic theory, the class focuses on reflection and discussion. Iverson asks questions that encourage students to explore their relationship to economics and the broader gender divide.
The class also highlights the work of female economists and explores how economic systems affect people across different gender, race and socioeconomic backgrounds.
In La Fond’s eyes, the welcoming and collaborative class environment played a major role in her experience.
“I felt like everyone was always talking to each other and working together,” said La Fond. “I’ve never been in a class that was so friendly and supportive.”
The class also helped La Fond think more seriously about financial habits and the future. Although La Fond does not plan to pursue economics as a career, she believes the knowledge she gained in the class is valuable.
“Even though I’m not really interested in majoring in economics, I think the skills and knowledge are applicable to any other field of study,” said La Fond.
For Iverson, one of the most rewarding parts of teaching the class is seeing how it inspires students.
“I love seeing the relationships and camaraderie that’s built along the way,” said Iverson, adding that some former students stay in touch. “I actually just recently had a student reach out to me letting me know they’re currently getting their master’s degree in economics, partly because of our course. That’s so powerful to hear as a teacher and really energizing.”
Through discussion, hands-on activities and a supportive classroom environment, the Women in Economics course helps female students discover economics and their place in it.
