This study examines male and female course persistence and choice of economics degree via a combination of student, instructor, and structural characteristics. We find that students of both genders who declare economics as their major are more likely to take additional economics courses than their non-major peers. Additionally, students' economics grades are a significant determinant of course persistence and degree selection, but men and women respond somewhat differently to their absolute and relative grades. Finally, men's economics degree selection is significantly correlated with their math abilities, while women's economics degree selection is correlated with both their math and verbal aptitudes.

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In this article, we present some exploratory analysis of a common measure of income inequality in the United States. That measure is the Gini coefficient, and we explore how, and why, it has increased over the 50-year period in the United States from 1967 to 2017. Our hypothesis in doing so is that rising U.S. income inequality is due, at least in part, to growth in efforts by individuals, groups and even large companies in the United States to use government, with its power to compel, to bend the income distribution in their favor—an activity that public choice economists refer to as rent-seeking. When compared with some simple measures that proxy rent-seeking activity, such as the number of licensed lawyers and the number of registered political action committees, our analysis suggests that the U.S. Gini coefficient rises, a move that indicates increasing income inequality, over time with similar cycles in rent-seeking activity.

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Students who take an Advanced Placement (AP) Microeconomics and/or AP Macroeconomics exam may be more interested in economics than their non-AP exam peers and more likely to complete an economics major. Performance on AP exams in economics may also affect students’ economics major completion. This study uses binary probit estimations to assess how participation in and performance on AP exams in economics affects students’ completion of an economics major. The findings suggest students who take both AP exams in economics are significantly more likely to graduate with an economics major compared with non-AP students who complete their introductory economics coursework in college. In addition, strong performance on the AP Microeconomics exam significantly increases a student’s probability of earning an economics major. Receiving high scores on both AP Economics exams is also significantly and positively correlated with economics major completion. JEL Classifications: A21, A22