scholarly journals Selecting in or Selecting Out? Gender Gaps and Political Methodology in Europe

2019 ◽  
Vol 53 (1) ◽  
pp. 122-127
Author(s):  
Malu A. C. Gatto ◽  
Anita R. Gohdes ◽  
Denise Traber ◽  
Mariken A. C. G. van der Velden
Keyword(s):  
Political Science ◽  
Doctoral Training ◽  
Science Students ◽  
Methods Courses ◽  
Gender Gaps ◽  
Political Methodology ◽  
European Universities ◽  
The Us ◽  
Original Survey ◽  
Phd Programs

ABSTRACTStudies investigating gender gaps in the doctoral training of political science students have focused so far overwhelmingly on the US context. Although important research within this context has made strides in identifying the persistent challenges to women’s incorporation in political methodology, much remains unknown about whether women and men have different experiences in methods training during their PhD programs. We contribute to this debate by analyzing data from an original survey on the methods-training experiences of political science PhD students at different European universities. We assess whether gender gaps exist with respect to PhD students’ methods training and confidence in employing methods skills. Our findings show that women cover significantly fewer methods courses in their doctoral training. When women do participate in methods training, they show levels of method employment similar to their male colleagues. We discuss the implications of these findings in the context of European doctoral training.

scholarly journals Assessing Racial/Ethnic and Gender Gaps in Political Science PhD Students’ Methodological Self-Efficacy

2021 ◽  
pp. 1-6
Author(s):  
Amy Erica Smith ◽  
Shauna N. Gillooly ◽  
Heidi Hardt
Keyword(s):  
Political Science ◽  
Self Efficacy ◽  
Methodological Approach ◽  
Ethnic Disparities ◽  
Gender Gaps ◽  
Political Methodology ◽  
And Gender ◽  
Academic Self Efficacy ◽  
Racial Ethnic ◽  
Phd Programs

ABSTRACT Most research on diversity within political methodology focuses on gender while overlooking racial and ethnic gaps. Our study investigates how race/ethnicity and gender relate to political science PhD students’ methodological self-efficacy, as well as their general academic self-efficacy. By analyzing a survey of 300 students from the top 50 US-based political science PhD programs, we find that race and ethnicity correlate with quantitative self-efficacy: students identifying as Black/African American and as Middle Eastern/North African express lower confidence in their abilities than white students. These gaps persist after accounting for heterogeneity among PhD programs, professional and socioeconomic status, and preferred methodological approach. However, small bivariate gender gaps disappear in multivariate analysis. Furthermore, gaps in quantitative self-efficacy may explain racial/ethnic disparities in students’ broader academic self-efficacy. We argue that the documented patterns likely lead to continued underrepresentation of marginalized groups in the political methodology student body and professoriate.

scholarly journals Engaging Women: Addressing the Gender Gap in Women’s Networking and Productivity

2017 ◽  
Vol 50 (02) ◽  
pp. 461-466 ◽  
Author(s):  
Tiffany D. Barnes ◽  
Emily Beaulieu
Keyword(s):  
Professional Development ◽  
Small Group ◽  
Political Science ◽  
Gender Gap ◽  
National Science Foundation ◽  
Annual Conference ◽  
Political Methodology ◽  
Group Settings ◽  
National Science ◽  
Original Survey

ABSTRACT Women earn 40% of new PhDs in political science; however, once they enter the profession, they have strikingly different experiences than their male counterparts—particularly in the small but influential field of political methodology. For several years, the Society for Political Methodology, with support from the National Science Foundation, has attempted to address this gender gap through the Visions in Methodology (VIM) program. VIM features an annual conference that brings women together to present and discuss their research and to participate in professional-development sessions. Do programs like VIM have the desired impact? Using an original survey of political scientists, this study provides insights into the ways that bringing women together in small-group settings like VIM might facilitate networking and enhance productivity. In particular, the study finds that women who attend the VIM conference are better networked and more productive in terms of publication.

Teaching Quantitative Methodology to the Math Averse

2009 ◽  
Vol 42 (03) ◽  
pp. 527-530 ◽  
Author(s):  
Justin Buchler
Keyword(s):  
Political Science ◽  
Quantitative Methods ◽  
Quantitative Methodology ◽  
Science Students ◽  
Math Learning ◽  
Methods Courses ◽  
The Subject

ABSTRACTMany political science students struggle in quantitative methods courses because they have never been taught how to learn math. Learning math is different from learning in other fields, so the techniques students have used successfully in other classes are inappropriate in mathematically oriented classes. However, most students have never been told this, so they blame their difficulty with math on the impenetrability of the subject rather than tactical studying errors. This brief article discusses some of the reasons that common studying techniques do not work in quantitative methodology classes, and discusses some simple techniques to help students develop learning habits that are better suited to quantitative courses.

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

scholarly journals Briefs

2013 ◽  
Vol 46 (02) ◽  
pp. 426-427
Keyword(s):  
Political Science ◽  
Graduate School ◽  
Science Research ◽  
Summer Institute ◽  
Science Students ◽  
Research Papers ◽  
Program Goal ◽  
Final Project ◽  
Duke University ◽  
Program Funding

The 2013 APSA RBSI Program has received funding from the National Science Foundation (NSF) to continue the RBSI for 2013. Additional program funding is provided by Duke University and APSA. Each summer, the Institute gives 20 students a look at the world of graduate study with a program of two transferable credit courses, one in quantitative analysis and one in race and American politics, to introduce the intellectual demands of graduate school and political science research methods. For a final project for both courses, students prepare original, empirical research papers, and top students are given the opportunity to present their research at APSA's Annual Meeting. Named in honor of the 1950 Nobel Peace Prize winner and former APSA President, Ralph J. Bunche, the Ralph Bunche Summer Institute (RBSI) program goal is to encourage students to pursue academic careers in political science. Students were notified of their acceptance into this year's program in mid-March. For more information about the program, visitwww.apsanet.org/rbsi.

Critical Thinking and Clear Writing

1985 ◽  
Vol 46 ◽  
pp. 1-4
Author(s):  
Anne F. Lee
Keyword(s):  
Critical Thinking ◽  
Political Science ◽  
Liberal Arts ◽  
Writing Proficiency ◽  
Science Students ◽  
Writing Class ◽  
Voluntary Commitment ◽  
The University

As part of an on-going effort at West Oahu College (a small, liberal arts, upper-division campus of the University of Hawaii) I am experimenting with ways to help my political science students improve their ability to think critically and communicate clearly. For some time we have been aware of a large number of students having difficulties in writing and critical thinking. We have made an informal and voluntary commitment to use writing-across-thecurriculum (WAC) with faculty participating in workshops and conferring with the writing instructor who coordinates our WAC program.1In-coming students must now produce a writing proficiency sample which is analyzed, returned with numerous comments, and results in students being urged to take a writing class if there are serious problems. A writing lab is offered several times a week and students are free to drop in for help.

THE FIRST MODERN REALIST: FELIX GILBERT'S MACHIAVELLI AND THE REALIST TRADITION IN INTERNATIONAL THOUGHT

2015 ◽  
Vol 13 (3) ◽  
pp. 681-711 ◽  
Author(s):  
NICOLAS GUILHOT
Keyword(s):  
International Relations ◽  
Political Science ◽  
International Relations Theory ◽  
Security Studies ◽  
Historical Scholarship ◽  
Global Power ◽  
The Us ◽  
New Interpretation ◽  
International Thought

In the disciplines of political science and international relations, Machiavelli is unanimously considered to be “the first modern realist.” This essay argues that the idea of a realist tradition going from the Renaissance to postwar realism founders when one considers the disrepute of Machiavelli among early international relations theorists. It suggests that the transformation of Machiavelli into a realist thinker took place subsequently, when new historical scholarship, informed by strategic and political considerations related to the transformation of the US into a global power, generated a new picture of the Renaissance. Focusing on the work of Felix Gilbert, and in particular hisMachiavelli and Guicciardini, the essay shows how this new interpretation of Machiavelli was shaped by the crisis of the 1930s, the emergence of security studies, and the philanthropic sponsorship of international relations theory.

scholarly journals Information localization strategies for the understanding of argumentative texts in Law and Political Science students

SCIÉNDO ◽  
2018 ◽  
Vol 21 (3) ◽  
pp. 363-368
Author(s):  
Elvis Vereau ◽  
Gonzalo Pantigoso ◽  
Celinda Romero ◽  
Irene Vásquez ◽  
Bertha Ramírez
Keyword(s):  
Political Science ◽  
Science Students ◽  
Argumentative Texts

Higher Education as Institution of Decolonization

2022 ◽  
pp. 1-16
Author(s):  
Kevin Lujan Lee ◽  
Ngoc T. Phan
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Indigenous Peoples ◽  
Quantitative Methods ◽  
Community Partnerships ◽  
Methods Courses ◽  
Indigenous Students ◽  
Indigenous Sovereignty ◽  
Colonial Histories ◽  
Classroom Level

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.

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