Integrating Gender into the Political Science Core Curriculum

Cassese, Erin C.; Bos, Angela L.; Duncan, Lauren E.

doi:10.1017/s1049096512000042

Cited by 33 publications

(36 citation statements)

References 33 publications

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“…Second, rather than incorporating gender as a descriptive category, advocates of mainstreaming encourage the adoption of gender as an analytic construct (Atchison, 2013;Cassese, Bos, & Duncan, 2012;Sjoberg, 2007). Using gender as a simple descriptive places women into a homogeneous group: all women are X or all women do Y. Presenting gender as an analytic construct acknowledges that women are not a homogeneous group; cross-cutting cleavages such as class, race, religion, and sexuality (among others) result in groups of women with different experiences, beliefs, and attitudes (Hancock, 2007).…”

Section: The (Brief) Argument For Gender Mainstreaming In Political Smentioning

confidence: 99%

“…The research has primarily focused on introductory American government textbooks as these are among the most widely read textbooks in political science (Olivo, 2012). Studies indicate that gender-related content is limited in American Government texts and is most often found in chapters that address the women's suffrage and women's rights movements in the context of civil rights (Cassese et al, 2012;Cassese et al, 2014;Olivo, 2012). This is problematic in that it segregates gender from the rest of the American government curriculum rather than treating it as "an important analytic construct that is directly applicable to the main themes, concepts, and lessons in the course" (Cassese et al, 2012, p. 240).…”

Section: The Textbook As "Normalizing Text"mentioning

confidence: 99%

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Where Are the Women? An Analysis of Gender Mainstreaming in Introductory Political Science Textbooks

Atchison

2017

Journal of Political Science Education

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Abstract:Textbook content is a powerful indicator of what is and is not considered important in a given discipline. Textbooks shape both curriculum and students' thinking about a subject. The extant literature indicates that gender is not well represented in American government textbooks, thus signaling to students that women and gender are not part of the mainstream in political science. I contribute to this literature by using quantitative and qualitative content analysis to examine gender mainstreaming in ten introductory political science textbooks. I find that the quantity of gendered content is small, and the quality of that content varies considerably from text to text.

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Section: The (Brief) Argument For Gender Mainstreaming In Political Smentioning

confidence: 99%

Section: The Textbook As "Normalizing Text"mentioning

confidence: 99%

Where Are the Women? An Analysis of Gender Mainstreaming in Introductory Political Science Textbooks

Atchison

2017

Journal of Political Science Education

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“…As Cassese, Bos, and Duncan ( 2012 ) suggest, this would call for "infusing" gender into typical IR courses. Such an approach is both useful and refl ective of post-Cold War trends in the IR fi eld.…”

Section: Recommendationsmentioning

confidence: 99%

“…Likewise, an international-political-economy course that covers development and microfi nance provides opportunities to "see women" in the coursework. This, in turn, could attract and retain more women in the political-science and IR fi elds and may increase the number of women pursuing graduate degrees and careers in those fi elds (Cassese, Bos, and Duncan 2012 ). It also appears that a number of male students may be interested in these contemporary topics.…”

Section: Recommendationsmentioning

confidence: 99%

Finding the Invisible Women: Gender Stereotypes versus Student Interest in Foreign Policy and Security Subfields

Buhr

Sideras²

2015

APSC

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Foreign policy and security studies typically are considered male-dominated domains in the discipline of international relations (IR), yet many women work in these policy domains, particularly in the United States. The "invisible women" working in foreign policy often come from fi elds such as IR, in which gender stereotypes may infl uence their understanding of the careers available to them. This research project seeks to understand student assumptions about gender roles in IR and the eff ects of those assumptions. Survey data collected from students in IR courses in 2011 and 2012 reveal that stereotyping of IR subfi elds is common but that individual students' academic and career interests often diverge from those stereotypes. This fi nding is relevant not simply because it may explain the presence of women in foreign-policy careers but also because it provides useful pedagogical information for instructors in the IR fi eld. I n 2000, I began work in the Central Intelligence Agency (CIA) as a nonproliferation analyst. 1 I encountered women of varying ranks and skill levels at every stage of my recruitment, training, and career trajectory. My recruiter was a woman. I interviewed twice at headquarters, both times with female team chiefs. I was placed on a team of 20-plus analysts, evenly composed of men and women. My fi rst mentor was a 65-year-old female veteran of the Clandestine Service turned analyst. My colleagues throughout the Nonproliferation Center were in teams that also were distributed evenly between male and female analysts. Although the majority of workers in support roles were women, there also was a large proportion of women in the analytical ranks, working on interagency committees, writing items for the President's Daily Brief, and serving as managers. The highest ranks had few women, but even this was questioned in 2000 when Director of Central Intelligence George Tenet selected Jami Miscik, a career CIA offi cer and economic analyst, to serve as Associate Deputy Director of Intelligence. 2 Individuals with experience in the US intelligence community may be forgiven if they view my experience as commonplace and perhaps unworthy of retelling. However, as is becoming increasingly clear in popular journals such as Foreign Policy and The Atlantic , the roles played by women in American foreign policy are far from apparent to the academic community or American society in general. 3 Because employment data at the CIA are classifi ed, it is diffi cult to obtain offi cial numbers of women and men employed at the agency. Likewise, few women make it "to the top" of the national security apparatus, and individual agencies seldom send their female analysts on the Sunday talk-show circuit. As Hasler ( 2013 ) stated, women in intelligence are largely "invisible"; moreover, the "women are tired of being invisible."Students demonstrate a similar ignorance of these invisible women. In conversations with them, my coauthor and I found a common tendency to assign genders to IR subfi elds such as security ...

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“…Within the political science profession in the United States, women and minorities continue to be underrepresented, from membership in the American Political Science Association; as faculty in lower ranks in political science departments; among contributors of full length articles to the American Political Science Review and other top political science journals; and among editorial board members in APSR and other 'top' political science journals (Alex-Assensoh et al, 2005;Ards et al, 1997;Brandes et al, 2001;Breuning & Sanders, 2007;Cassese et al, 2012;Evans & Moulder, 2011;Fisher et al, 1998;Grofman, 2009;Hesli et al, 2012;Lopez, 2003;Losco, 1998;Mann, 1998;Marshall & Rothgeb, Jr., 2011;Miller & Tien, 1996;Nelson & Brammer, 2010;Rothgeb, Jr. & Burger, 2009;Sampaio, 2006;Stegmaier et al, 2011;Young, 1995).…”

Section: Gender/sex Race and Title/rank Of Contributors To The Amerimentioning

confidence: 99%

Profile of Contributors to the American Political Science Review, 2010

Kaba¹

2013

JPL

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This study examines the profile of contributors of full-length articles to the American Political Science Review (APSR) in 2010. Of the 79 different contributors, almost 9 (86.1%) out of every 10 are men. Whites accounted for over 9 (93.7%) out of every 10 contributors. Full professors accounted for 35%, the highest rate, with assistant professors accounting for 31 percent. Yale University, Harvard University, University of Illinois-Champaign, Florida State University, Massachusetts Institute of Technology, University of California-San Diego, and the University of Chicago, all employ 3 or more of these contributors. Almost 94% of the contributors have a Ph.D. Almost 89% of the contributors earned their terminal or highest degrees in political science/government. Harvard University, the University of Chicago, the University of Rochester, the University of California-Berkeley, and Duke University, all conferred 4 or more terminal or highest degrees to these contributors. The study presents explanations for these results, focusing on the underrepresentation of women and minorities.Keywords: human progress, gender, race, university rankings, endowments, elitism IntroductionBy 2013, among the three sister social science disciplines of economics, political science and sociology, political science is now second to economics in terms of the total number of scholarly publications examining various aspects of their disciplines. A substantial proportion of these scholarly articles either focus only on the American Political Science Review (APSR) or along with other political science journals, or comparison of APSR with the top journals in economics, sociology and other journals in and outside of the social sciences. With its first issue published in 1906, the APSR has become the discipline's top ranked journal and one of the top ranked journals in and outside of the social sciences. Others have claimed that the APSR is the top ranked political science journal in the world. Scholars who publish in the APSR can be employed at the top ranked colleges and universities not just in the United States, but also the world. They can also get promoted and have the opportunity to earn higher salaries and benefits. They are among the scholars who get very large sums of research grants from governments or foundations. They have substantial influence over the U.S. federal government and other governments in the world. The APSR like the top economics journal in the U.S., the American Economic Review (AER) are known as international journals, which means that students and scholars, policy makers and other elites in the U.S. and abroad tend to read them and the authors that publish in them are from all over the world. So once one publish an article in the APSR, he or she can become internationally known, which benefits the institutions that employ them (Ballard & Mitchell, 1998;Breuning & Sanders, 2007;De Rond & Miller, 2005;Evans & Moulder, 2011;Finifter, 1998;Fisher et al., 1998;Garand et al., 2009;Garand & Graddy, 1999;Garand & G...

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Integrating Gender into the Political Science Core Curriculum

Cited by 33 publications

References 33 publications

Where Are the Women? An Analysis of Gender Mainstreaming in Introductory Political Science Textbooks

Where Are the Women? An Analysis of Gender Mainstreaming in Introductory Political Science Textbooks

Finding the Invisible Women: Gender Stereotypes versus Student Interest in Foreign Policy and Security Subfields

Profile of Contributors to the American Political Science Review, 2010

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