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This article explains, first, why there was a uniform emergence of equal opportunities legislation across East Central European states in the late 1990s and early 2000s and, second, why the speed of adoption varied across countries. The author deviates from a traditional comparative focus on domestic factors and instead treats her two case studies—Poland and the Czech Republic—as part of an international system in which external actors can exert a simultaneous but differential effect on domestic policies. The author argues that the European Union (EU) accession process prompted equal opportunities legislation in both countries but domestic actors mediated this influence in different ways. In Poland, legislation was delayed due to an organized opposition to EU gender equity laws and its close ties to parties of the Right in government, two factors absent from the Czech case where laws passed earlier. The author also suggests that the EU's financial and political resources may enable it to reshape these domestic actors in the future.

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A review of undergraduate course offerings at top-ranked colleges and universities in the United States and analysis of course syllabi from undergraduate programs in political science have revealed certain trends in the teaching post-communist politics. For instance, majority of schools now offer post-communist politics courses, although a student at a national university is more likely than one at a liberal arts institution to have the opportunity to learn about the region. Regardless of the type of school, students will most commonly study post-communism from a comparative, rather than international relations, perspective. Comparative courses usually focus on Russia and East Central Europe. Undergraduates curious about why a course on Russian politics matters will most often find syllabi that present the course as an examination of one of the most “dramatic political events of the twentieth century.” The examination of political change and continuing instability or chaos in Russian politics is another common theme. A few syllabi structure the course around theoretical concerns of the discipline and practical policy questions, framing the semester as a study of the quality and scope of democracy in Russia since the end of communism. East Central European (ECE) politics courses encompass multiple states, which creates opportunities and challenges not present in teaching Russian politics. Undergraduates are most likely introduced to East Central Europe through a thematic study of the entire region rather than extensive, individual country case studies.