Skip to main content

Who is an economist?

A student asked me this a few weeks ago, and I was reminded of it again when reading a recent Freakonomics post in which Levitt points out that there are several economists among the 203 finalists for Time magazine's list of the 100 Most Influential People:
As I write this, my friend Roland Fryer is ranked 38th. Ben Bernanke is at 133, Tim Geithner is at 152 (does he count as an economist?), Nouriel Roubini is at 161, Paul Krugman is at 168, Nate Silver is at 181 (not an economist, but close enough), and Richard Thaler is at 184.
I'm guessing that a lot of people read that and thought, "what does he mean 'does Tim Geithner count as an economist'? Isn't Geithner the Treasury Secretary, the one who is basically 'in charge' of the economy?" Well, yes, and given that some economists don't think Geithner is doing such a great job, it could be that Levitt is making a somewhat sarcastic swipe at Geithner's abilities as an economist. But it could also be that Levitt is doing what most academic economists do and defining 'economist' as someone who specifically has a Ph.D. in economics (according to Wikipedia, Geithner has an M.A. in International Economics and East Asian studies from Johns Hopkins School of Advanced International Studies). That's the answer I gave my student - if someone tells me they are an economist, I will assume they have a Ph.D. in the field.

I wonder if this holds in other fields as well, or if other economists apply as high a standard (e.g., can someone claim to be an economist if they 'only' have a Masters degree?). For me, the Ph.D. distinction comes from feeling like grad school is one long initiation into this geeky club. There's the hazing stage (first year) and then the indoctrination and 'rebirth' as the dissertation process basically strips you of all ego before you are accepted into the ranks of the scholars. It's hard to imagine making it through all that if you haven't drunk pretty deeply from the kool-aid.

But is a Ph.D. necessary or just sufficient? It's certainly possible for people to 'think like economists' without the advanced degree (I hope so or I don't know what we're all doing here talking about teaching econ!). And there are people doing the work that economists do without the advanced degree (e.g., Geithner)). So what really defines an economist? I'm curious what you all think...

Comments

  1. Ah, the first comment, even if the question is a week old.

    I'm reminded that Kenneth Boulding (famously) did not complete his doctorate.

    Seriously, though. I suspect that among PhDs, the answer would be that the doctorate is essential. I'm inclined to agree. Part of "being an economist" goes beyond "thinking like an economist." I think it includes having the background and training to do research in economics, and, for that, the MA/MS is sufficient in only a few cases. Of course, while the PhD might be close to necessary, it also is not sufficient.

    ReplyDelete

Post a Comment

Comments that contribute to the discussion are always welcome! Please note that spammy comments whose only purpose seems to be to direct traffic to a commercial site will be deleted.

Popular posts from this blog

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu...

THE podcast on Implicit Bias

I keep telling myself I need to get back to blogging but, well, it's been a long pandemic... But I guess this is as good an excuse as any to post something: I am Bonni Stachowiak's guest on the latest episode of the Teaching in Higher Ed podcast, talking about implicit bias and how it can impact our teaching.  Doing the interview with Bonni (which was actually recorded a couple months ago) was a lot of fun. Listening to it now, I also realize how far I have come from the instructor I was when I started this blog over a decade ago. I've been away from the blog so long that I should probably spell this out: my current title is Associate Vice President for Faculty and Staff Diversity and I have responsibility for all professional learning and development related to diversity, equity and inclusion, as well as inclusive faculty and staff recruitment, and unit-level diversity planning. But I often say that in a lot of ways, I have no business being in this position - I've ne...

What was your high school economics experience like?

As I mentioned in my last post , I am asking my Econ for Teachers students to reflect on their reading by responding to discussion prompts. It occurred to me that it wouldn't be a bad idea for me to share my thoughts on those issues here and see if anyone wants to chime in. For this week, the students were asked to read the California and national content standards , an article by Mark Schug and others about why social science teachers dread teaching economics and how to overcome the dread, an article by William Walstad on the importance of economics for understanding the world around us and making better personal decisions (with some evidence on the dismal state of economic literacy in this country), and another article by Walstad on the status of economic education in high schools (full citations below). The reflection prompt asks the students to then answer the following questions: What was your high school econ experience like? What do you remember most from that class? How do...