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Megan McArdle

Megan McArdle - Megan McArdle is a senior editor for The Atlantic who writes about business and economics. She has worked at three start-ups, a consulting firm, an investment bank, a disaster recovery firm at Ground Zero, and The Economist. More

Megan was born and raised on the Upper West Side of Manhattan, and yes, she does enjoy her lattes, as well as the occasional extra-dry skim-milk cappuccino. Her checkered work history includes three start-ups, four years as a technology project manager for a boutique consulting firm, a summer as an associate at an investment bank, and a year spent as sort of an executive copy girl for one of the disaster-recovery firms at Ground Zero … all before the age of 30.

While working at Ground Zero, Megan started Live From the WTC, a blog focused on economics, business, and cooking. She may or may not have been the first major economics blogger, depending on whether we are allowed to throw outlying variables such as Brad Delong out of the set. From there it was but a few steps down the slippery slope to freelance journalism. She has worked in various capacities for The Economist, where she wrote about economics and oversaw the founding of Free Exchange, the magazine's economics blog. She has also maintained her own blog, Asymmetrical Information, which moved to The Atlantic, along with its owner, in August 2007.

Megan holds a bachelor's degree in English literature from the University of Pennsylvania and an M.B.A. from the University of Chicago. After a lifetime as a New Yorker, she now resides in northwest Washington, D.C., where she is still trying to figure out what one does with an apartment larger than 400 square feet.

Does it matter if your professors are liberal?

By Megan McArdle
Mar 28 2008, 10:53 AM ET Comment

Maybe not as much as you would think. Says James Joyner:

This finding comports with my own experience, both as a student and as a professor. Even attending a state school in the Deep South, my political science and history professors were predominantly (but not exclusively) liberal. But debating them tended to reinforce my conservative leanings. Years later, teaching political science courses to predominantly conservative students, I oftentimes found myself taking a Devil’s Advocate stance simply to force them to challenge their own preconceptions. (Which, on reflection, made me wonder if my own profs hadn’t done the same thing.)

Another thing to keep in mind is that politics simply is a non-factor in most college courses. Even now, when I imagine campus politics, like that in the country as a whole, is more polarized than at any time since the Vietnam era, there’s likely not much political talk in the math, science, engineering, and foreign languages courses.


One thing to think about is that the clear biases of my English professors brewed a certain cynicism in many students. It was so obviously easy to manipulate our professors by turning in sub-standard papers that catered to their political concerns that it was hard to see those beliefs as the product of rigorous analytical thinking.

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