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 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 College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Esther C. Penzar ◽  
Munyi Shea ◽  
Cher N. Edwards
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Specific Domain ◽  
College Going ◽  
Significant Difference ◽  
First Generation College ◽  
Trait Hope ◽  
And Gender ◽  
Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

scholarly journals Political Science in The Age of Resentment

2020 ◽  
Vol 13 (1) ◽  
pp. 169-183
Author(s):  
D. B. Kazarinova
Keyword(s):  
Political Science ◽  
Identity Politics ◽  
Global Scale ◽  
Political Methodology ◽  
Political Reality ◽  
Collective Work ◽  
Methodological Approaches ◽  
And Gender ◽  
Science Methodology ◽  
New Research

Review of the book «Modern political science: Methodology» ed. by O. V. Gaman-Golutvina and A. I. Nikitin, Moscow, Aspect Press, 2019.The article examines some of the resentment related issues of modern politics, using a number of methodological approaches (identitarian approach, constructivist institutionalism, cultural and civilizational approaches, psychological-political and elitist, as well as gender approaches), described in the collective work of the Russian renowned academics "Modern political science: Methodology". These are the cleavages between traditional politics vs post- and pseudo-politics (shift from the normal politics made by consolidating broad strata to self-centered, exclusive, and increasingly differentiated and closed groups of pseudo-policies), conventional political leadership vs populism and anti-elitism (the rapid growth of populists on a global scale, the spread of anti-establishment sentiment, "populism of power" and the crisis of responsible leadership), formal and informal institutions vs personification of politics (reducing the role of institutions and increasing the importance of the human factor ), socio-economic basis of policy vs socio-cultural basis (emphasis on ethnic, religious and gender factors). The resentment as both the cause and effect of identity politics, is a result of an unfair distribution of goods and evils of globalization, or the manifestation of accumulated negative emotions and unjustified expectations. It generalizes these trends and issues and requires new research approaches, since traditional rationalistic approaches based on the theory of rational choice become less effective. To meet the challenges of resentment era, political science should keep balance between rationalism and reflexivity. This balance provides a single epistemological basis for the study of current political reality. It has been successfully reached by the authors of the book "Modern political science: Methodology". The book posits the idea of the fundamental irreducibility of methodology to the sum of the methods. In this regard the volume differs from similar publications aiming to present a wide scope of political methodology. The logic of the representation used by the editors is moving from general to particular, from societal to human, from global to local. The book demonstrates the wide diversity of methodological approaches and the rejection of the ideas of universalism, which adequately characterizes the state of Russian political science. The work is remarkable because it not only reflects, but also structures the Russian political science.

scholarly journals Racial/Ethnic Disparities in US Adolescents’ Dietary Quality and Its Modification by Weight-Related Factors and Physical Activity

2019 ◽  
Vol 16 (23) ◽  
pp. 4803 ◽  
Author(s):  
Furong Xu ◽  
Steven A. Cohen ◽  
Mary L. Greaney ◽  
Disa L. Hatfield ◽  
Geoffrey W. Greene
Keyword(s):  
Physical Activity ◽  
Ethnic Disparities ◽  
Dietary Quality ◽  
Quality Data ◽  
Related Factors ◽  
Hispanic Males ◽  
Hispanic Females ◽  
Race Ethnicity ◽  
And Gender ◽  
Racial Ethnic

There are well-known disparities in the prevalence of obesity across racial-ethnic groups, although the behavioral and psychological factors driving these disparities are less well understood. Therefore, the objectives of this study were: (1) to examine differences in dietary quality by race/ethnicity and weight-related variables [body mass index (BMI), weight loss attempt, and weight dissatisfaction] and physical activity (PA) using the Health Eating Index-2015 (HEI-2015); and (2) to investigate the interactions and independent associations of race/ethnicity, weight-related variables and PA on dietary quality. Data for adolescents aged 12–19 years (n = 3373) were abstracted from the 2007–2014 National Health and Nutrition and Examination Survey and analyzed using multiple PROC SURVEYREG, adjusting for demographics and accounting for complex sampling. Analyses determined that Hispanic males had better overall HEI-2015 scores than non-Hispanic whites (48.4 ± 0.5 vs. 45.7 ± 0.6, p = 0.003) or blacks (48.4 ± 0.5 vs. 45.5 ± 0.5, p < 0.001). Hispanic females also had better dietary quality than non-Hispanic whites (50.2 ± 0.4 vs. 47.5 ± 0.5, p < 0.001) and blacks (50.2 ± 0.4 vs. 47.1 ± 0.5, p < 0.001). Meeting the PA recommendation modified racial/ethnic differences in dietary quality for females (p = 0.011) and this was primarily driven by the associations among non-Hispanic white females (ΔR2 = 2.6%, p = 0.0004). The study identified racial/ethnic and gender differences among adolescents in factors that may promote obesity. Results may be useful for obesity prevention efforts designed to reduce health disparities in adolescents.

scholarly journals Learner Autonomy of Pre-Service Teachers and its Associations with Academic Motivation and Self-Efficacy

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 75-96
Author(s):  
Muhammet Fatih Alkan ◽  
Mehmet Arslan
Keyword(s):  
Self Efficacy ◽  
Academic Motivation ◽  
Teacher Educators ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Survey Method ◽  
Second Phase ◽  
School Type ◽  
And Gender ◽  
Academic Self Efficacy

Purpose - Learner autonomy enables an individual to learn how to cope with novelties without getting any help from others. Considering the rapid changes and transformations of the 21st century, it has become essential for teachers to possess this characteristic. Moreover, measuring learner autonomy is required to determine their levels. Thus, the purpose of this two-phased study was to adapt the Autonomous Learning Scale into Turkish and to investigate academic motivation and self-efficacy as the predictors of autonomous learning. Methodology - In the first phase, the Autonomous Learning Scale was adapted into Turkish with the participation of 335 pre-service teachers. In the second phase of the study, the autonomous learning of pre-service teachers was investigated in terms of a number of demographic variables along with academic self-efficacy and academic motivation using the data obtained from 776 pre-service teachers with a survey method. Findings - For the first phase, the confirmatory factor analysis showed that Autonomous Learning Scale was a valid and reliable tool to be used in Turkish samples. For the second phase, the regression analysis revealed that academic self-efficacy and academic motivation were significant predictors of autonomous learning of pre-service teachers. Additionally, their autonomous learning significantly differed in terms of department, high school type, and gender. Furthermore, the GPAs of the pre-service teachers were significantly correlated with their autonomous learning levels. Significance - The Turkish version of the Autonomous Learning Scale was presented to researchers. The relationships between autonomous learning and self-efficacy along with motivation have been asserted in a number of studies. However, the present study not only confirmed the correlations among these variables, but also revealed the predictive powers of these variables on autonomous learning. Therefore, teacher educators and policy makers can gain insights from these findings.

Measuring Adolescent Social and Academic Self-Efficacy

2015 ◽  
Vol 27 (7) ◽  
pp. 818-826 ◽  
Author(s):  
Anthony Minter ◽  
Suzanne Pritzker
Keyword(s):  
Factor Structure ◽  
Self Efficacy ◽  
Ethnically Diverse ◽  
Social Self ◽  
Late Adolescents ◽  
Aggregate Sample ◽  
Ethnic Subgroups ◽  
Academic Self Efficacy ◽  
Racial Ethnic ◽  
Ethnic Validity

Objective: This study examines the psychometric strength, including cross-ethnic validity, of two subscales of Muris’ Self-Efficacy Questionnaire for Children: Academic Self-Efficacy (ASE) and Social Self-Efficacy (SSE). Methods: A large ethnically diverse sample of 3,358 early and late adolescents completed surveys including the ASE and SSE. Analyses focused on the subscales’ psychometric properties for the aggregate sample as well as for specific racial/ethnic subgroups. Results: For the ASE, Cronbach’s α for the aggregate sample is .85, ranging from .84 to .86 across racial/ethnic subgroups. For the SSE, the aggregate Cronbach’s α is .81, ranging from .77 to .86 across these subgroups. Conclusions: While aggregate findings indicate psychometric strength, analyses of cross-ethnic validity find some factor structure and item loading differences across racial/ethnic subgroups, indicating the need to ensure accurate measurement of self-efficacy across diverse youth samples.

Internalizing and externalizing in adolescence: the roles of academic self-efficacy and gender

2017 ◽  
Vol 54 (9) ◽  
pp. 905-917 ◽  
Author(s):  
Gabrielle H. Rocchino ◽  
Bridget V. Dever ◽  
Alana Telesford ◽  
Kristen Fletcher
Keyword(s):  
Self Efficacy ◽  
And Gender ◽  
Academic Self Efficacy ◽  
Internalizing And Externalizing

scholarly journals DISCRIMINATION, STRESS, AND MORTALITY AMONG BLACKS AND WHITES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S724-S724
Author(s):  
Soyoung Choun ◽  
Sungrok Kang ◽  
Hyunyup Lee ◽  
Carolyn M Aldwin
Keyword(s):  
Mortality Risk ◽  
Ethnic Disparities ◽  
Mortality Rates ◽  
Financial Strain ◽  
Differential Mortality ◽  
Lifetime Trauma ◽  
Lower Education ◽  
And Gender ◽  
Racial Ethnic ◽  
Everyday Discrimination

Abstract Mortality rates have declined significantly in the past decades. However, Case and Deaton (2015) showed that middle-aged white Americans with lower education levels have increasing mortality rates. Although some have suggested that stress is an important factor in both this and in racial/ethnic disparities in mortality, relatively few studies have examined vulnerability to stress and mortality, and typically have examined only one type of stress. We examined racial/ethnic and gender differences in different types of stressors, from everyday discrimination, to lifetime trauma, as well as differential mortality risk due to stress vulnerability. Using data from the Health and Retirement Study (HRS), the sample consisted of 6,810 (Mage=68.9 years, SD=10.1) who completed the Psychosocial Questionnaire (PQ) in 2006; mortality was assessed to 2014. Blacks were higher on most stressors except for lifetime trauma. Women reported higher level of financial strain but lower levels of everyday discrimination and lifetime trauma than men. Controlling for demographics and self-rated health, Cox proportional hazard models revealed that everyday discrimination, financial strain, SLEs, lifetime trauma were significantly associated with the risk of mortality. There were no significant racial/ethnic differences in mortality risk. However, interaction effects showed that whites had higher mortality risk with lifetime trauma than Blacks, while those with lower education had higher mortality risk for SLEs. This supports the idea that lower education whites may be more susceptible to some types of stressors, providing a possible mechanism for Case and Deaton’s finding (2015) of increasing mortality risk in this group.

Do Federal Regulations Affect Gender, Racial, and Ethnic Disparities in Chronic Rhinosinusitis Research?

2021 ◽  
pp. 019459982110210
Author(s):  
Daniel B. Spielman ◽  
Rodney J. Schlosser ◽  
Andi Liebowitz ◽  
Rahul Sharma ◽  
Jonathan Overdevest ◽  
...  
Keyword(s):  
Clinical Trials ◽  
American Indian ◽  
Chronic Rhinosinusitis ◽  
Census Data ◽  
Ethnic Disparities ◽  
The Us ◽  
And Gender ◽  
Us Census ◽  
Federal Guidelines ◽  
Racial Ethnic

Objective The Food and Drug Administration and the National Institutes of Health (NIH) have asserted that diverse demographic representation in clinical trials is essential. In light of these federal guidelines, the objective of this study is to assess the racial, ethnic, and gender demographics of patients enrolled in clinical trials registered with the NIH that evaluate chronic rhinosinusitis with nasal polyposis (CRSwNP) relative to the demographics of the US population. Study Design Cross-sectional study. Setting Not applicable. Methods ClinicalTrials.gov was queried to identify all prospective clinical trials for CRSwNP. Individual study and pooled data were compared with national US census data. Results Eighteen studies were included comprising 4125 patients and evaluating dupilumab, mepolizumab, omalizumab, fluticasone/OptiNose, MediHoney, mometasone, and SINUVA. Women constituted 42.7% of clinical trial participants. Of the 4125 participants, 69.6% identified as White, 6.6% as Black, 20.8% as Asian, 0.1% as Pacific Islander, 0.4% as American Indian, 8.0% as Hispanic, and 2.4% as other. The racial, ethnic, and gender composition of the pooled study population differs significantly from national US census data, with underrepresentation of Black, Hispanic, Pacific Island, and American Indian individuals, as well as females ( P < .05). Conclusion The racial, ethnic, and gender demographics of patients enrolled in CRSwNP clinical trials registered with the NIH differ significantly from the demographics of the US population, despite federal guidelines advising demographically representative participation. Proactive efforts to enroll participants that better represent anticipated treatment populations should be emphasized by researchers, institutions, and editorial boards.

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