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 06106 (860) 297-2000 www.trincoll.edu/Academics/MajorsAndMinors/ 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 invol.

1. 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

2. perspectives and better preparation for
the workplace. Trinity College Economics Department
300 Summit Street, Hartford, CT 06106
(860) 297-2000
www.trincoll.edu/Academics/MajorsAndMinors/
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.

3. 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

4. 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.
2
Gourley
Draft 1
The purpose of the “Women in Economics at Trinity College”

5. brochure is to persuade undergraduate women to choose
economics as their major, in an attempt to close the gender gap
at the school. The brochure is meant to be handed out by the
economics departments at undergraduate major-related events,
such as the Annual Majors Fair in October. Additionally, the
brochures can be located in the economics department offices
for undergraduate females to take at their leisure. The medium
of a brochure allows for the quick transfer of information in an
easily-organized and visually appealing way. In the creation of
this brochure, I utilized the rhetorical strategies of organization
structure, questions and visuals to encourage undergraduate
women to consider declaring economics as their major.
The brochure is broken up into four key parts in an attempt to
create flawless reading experience on behalf of the audience.
The first part is the cover, which states the purpose of the
brochure, while the second part, when folded properly, is the
inside flap. This features two key segments about what a degree
in economics can lead to and why women should pursue a
degree in economics. This is located on the inside flap because
these are the most important pieces of information that the
audience member should take away from the brochure, even if
they do not read it in its entire. The paths that a woman can take
with an economics degree are in a bullet point list, as this
makes the material quicker to read, and given the medium of the
brochure, one must assume that not much time will be spent
with the document. The second segment of this flap about why
women should pursue a degree in economics, is a very brief
three sentences which relates the broad issue of the gender gap
in the field to the program at the College, given this is what the
audience member would care most about, being a member of the
Trinity community. The third part of the brochure is the inside,
which consists of three panels all pertaining to academics. The
first is a list of the economics courses offered during this
academic year, as a perspective economics major will likely be
interested in knowing what topics they will have the opportunity
to study. The second and third panels feature faculty profiles,

6. with their contact information and a brief paragraph about their
professional interests. There has been some research done about
the importance of the presence of a female role model in an
undergraduate’s decision to major in economics, but the
evidence has been inconclusive. With that being said, there has
been no evidence stating that the presence of female role
models deters a woman from majoring in economics, which is
why these panels are dedicated to showcasing some of the top
professors at Trinity. In some instances, the faculty member’s
tenure or graduate schools are listed, as this might appeal to the
student’s sense of ethos by showing that these professors are
well established at Trinity and well educated. The fourth part of
the brochure is the back cover, which provides steps on how to
declare the major. This is strategically placed on the back cover
since it mirrors the fact that declaration is the last step in the
major selection process. The list is concise, which might show
to the audience members that declaring is not a difficult process
and might entice them to do so.
Questions are another rhetorical device utilized in the
brochure. These questions serve as headers throughout the
panels, and this question-answer format was selected as it
allows the audience member to pick and choose what questions
they might have and read that given section. For example, if an
undergraduate woman already knows what an economics degree
can lead to and why a woman can major in economics, she can
skip to the sections focused on the academics at Trinity, with
just a quick glance at the headers. This style keeps the material
easily digestible and get across all of the key information to
persuade a woman to major in economics. The question on the
cover states, “Are you a woman considering a major in
economics?” This language is meant to let the audience know
the purpose of the brochure is to inform the reader why women
should major in economics. It appeals to the audience as it is
speaking directly to them, by asking if they are a woman
considering the degree.

7. Strategy 3: Visual Rhetoric (photos), fonts, colors, etc.
“Why did you make these choices? How do they appeal to your
audience? How do they accomplish your purpose? “
· Cover photo- face of the “Women of the Summit” initiative
· Photos of the professor interacting with students- smiling,
seem nice- appeal to sense of pathos
Conclusion
Zhuang 5
In the article “Do Single-Sex Schools Improve the
Education of Low-Income and Minority Students?” Lea Hubbard
and Amanda Datnow manage to inform anthropologists and
people who study education the result of a two-year
ethnographic study about the effect of single-sex education on
students from low-income or minority group in Californian
public schools. Instead of conventional quantitative method of
collecting test scores, their article uses the voices from students
and educators. Through the usage of appeal to pathos and ethos,
Hubbard and Datnow successfully illustrate that the benefits of
single-sex education are clear as to the opportunity of avoiding
distractions from the other gender, more state financial support,
and special care from teaching staffs.
Hubbard and Datnow provoke readers’ emotion with a
rhetorical question in the opening paragraph. It asks, “Is the
separation of students by gender a vehicle for improving the
educational experiences of low-income and minority students?”
This rhetorical device arouses readers’ interest and directly
introduce the topic of this article: impact of single-sex
education on students from less well-off and minority
background. The authors recognize
their audience as a group of people with good educational
backgrounds who have a special interest in anthropology and
education. The target audience are expected to be able to easily

8. catch the theme of the article through this question. Their
compassion and empathy gained through years’ of training can
be naturally ignited as these students are the weak in the
community who deserve more attention from both society and
academia. Without giving answers to the question immediately,
the authors make an appeal to pathos and give readers an
opportunity to ponder on this the controversial issue before
reading the following paragraphs. Compared with a declarative
statement, the rhetorical question strengthens the tone and add a
sense of communication to the article.
Another feature that distinguishes Hubbard and Datnow
as good writers is the good choice of words with negative and
sad connotation, depicting the worrisome results of financial
restrain from the state government. To specify, in the last
paragraph, the authors “sadly” mention that the state funding
for single-sex public schools were canceled in the second year.
This resulted in the “deterioration” of students in Evergreen and
the school “closed its door” by year three. In Pine, the
administrators were “scrambling” to get more financial support
to keep the school open. Both teachers and students are
“struggling” under the situation of budget cut. A reader who
sees these words can hardly stop feeling sympathetic towards
these students who barely have the chance to receive high-
quality emotional and academic guidance and support. The
effect of word choice is more implicit than direct, guiding
audience with compassion to feel the pain and hopelessness of
students from less privileged families.
Hubbard and Datnow appeal to ethos by extensively
citing the history and other research of single-sex public
schooling. Through reviewing historical records, they first
summarize many efforts in raising academic performance of
low-income and minority students including “Head Start
preschools”, “Success for All” and “Accelerated Schools”.
Among various attempts, Governor Wilson initially offered a
plan that give students opportunities to choose among single-
sex and co-sex programs. In the literature review section, six

9. articles on single-sex education being solutions for students
from less-privileged
are cited. Although the results may vary by genders and other
factors, readers with sound educational background can be
instantly informed what the authors attempt to discuss about. In
addition, twenty-one studies focusing on single-gender
schooling are included on which researchers’ opinions differ.
Discussion on the topic’s controversies is important since the
scholarly readers generally pay more attention to the
objectiveness and validity of what they read who can only be
convinced with a comprehensive appreciation on existing
research. Combined with other evidence, this section of
historical records also lays a solid theoretical base for the whole
article and show the picture of a serious scholar to the audience.
Another prominent feature of ethos in the article is a
detailed quotation of interviews from teachers and students at
three research sites: Evergreen Elementary, Pine Middle School
and Palm High School to make the research more effective and
convincing. Interviews from subjects have proven to be one of
the most effective ways of collecting data. For example, one
teacher in Evergreen Elementary says that “What they see is
what's in town, that’s either the ones who dropped out or, you
know, weren’t able to make it, or maybe even went into the
military but then came back .... When we ask them about career.
[they say], 'Oh, we can't do this, or we can't do that.” By
quoting the teacher’s comment, the authors show lack of role
model and poor motivation at one of the research campus.
Students’ financial embarrassment is illustrated by a
schoolgirl’s words which reads, “Yeah, I saw my first escalator
last year”. Situation in other schools are no better. One male
student at Pine explained that “I got transferred here because I
got a lot of problems at [other] schools”. According to Pam’s
Principal, these students are unsuccessful in “traditional school
settings” and they need some changes. The citation of
interviews is effective since it is a distinctive methodology that
it incorporates the voices of students and teachers whose

10. responses can reflect the real situation and be interpreted
accordingly through nuanced recount. Reading these comments,
the readers can figure out what unfavorable condition these
students are trapped in and some possible causes to it. These
verbal descriptions are as effective as data in reflecting the
experience of teachers and students—the most direct indicator
of teaching quality. The audience can have a direct and accurate
account what really happened on the campus.
The rhetorical strategies Hubbard and Datnow use
throughout “Do Single-Sex Schools Improve the Education of
Low-Income and Minority Students?” help convince their
audience of the advantages of single-sex education for these
students. This ethnographic analysis combines the effective
usage of pathos and ethos. The extensive reference to the words
from teachers and students from research sites proves the
authors to be qualified scholars hence enhances the credibility.
The author’ ability to appeal to the emotion of audience is also
prominent by employing rhetorical question and good choice of
words. More readers would be aligned with author’s stance that
the state should consider restarting the program of single-sex
schooling in low-income and minority community because
students would be free from distraction of the other gender, they
would better focus on their study with more financial support
and receive better academic support from schools and teachers.
Works Cited:
Hubbard, Lea, and Amanda Datnow. "Do Single-Sex Schools
Improve the Education of Low-Income and Minority Students?"
Anthropology & Education Quarterly 36.2 (2005): 115-131.