The Gender Gap in Political Discussion Group Attendance

2019 ◽  
Vol 16 (2) ◽  
pp. 315-338 ◽  
Author(s):  
Edana Beauvais

AbstractAlthough women and men enjoy formally equal political rights in today's democracies, there are ongoing gaps in the extent to which they make use of these rights, with women underrepresented in many political practices. The gender gap in democratic participation is problematic because gendered asymmetries in participation entail collective outcomes that are less attentive to women's needs, interests, and preferences. Existing studies consider gender gaps in voting behavior and in certain forms of nonelectoral politics such as boycotting, signings a petition, or joining a protest. However, almost no work considers gendered variation in discursive politics. Do women participate in small, face-to-face political discussion groups at the same rate as men? And does gender intersect with other identities—such as ethnicity—to impact attendance at political discussion groups? I use data from the Canadian Election Study 2015 Web Survey to answer these questions. I find that women are significantly less likely to attend small-group discussions than men and that ethnicity intersects with gender in some important ways. However, I find no evidence that other social attributes—poverty or the presence of young children in the home—suppress women's participation in political discussion groups more than men's.

2009 ◽  
Vol 18 (4) ◽  
pp. 286-293 ◽  
Author(s):  
Doron Friedman ◽  
Yuval Karniel ◽  
Amit Lavie Dinur

One of the main promises of collaborative virtual environments (CVEs) is that they would decrease the need for travel and face-to-face meetings. In this study we aim at comparing the dynamics and content of group discussions in desktop virtual environments with physical-world discussions. We have conducted an experiment in which four groups of 7–12 participants each carried out a political discussion on the same topic; specifically, global warming. Two groups conducted the experiment in a face-to-face setting and two other groups conducted a similar discussion inside the virtual world SecondLife ( http://www.secondlife.com ). Virtual-world discussions were found to include shorter sentences on average, have a smaller number of themes discussed, discuss a smaller number of themes in depth, and require a longer time for discussion threads to form. In this paper we provide a quantitative analysis of the similarities and differences between virtual-world and physical-world discussions.


2016 ◽  
Vol 9 ◽  
pp. 69
Author(s):  
Lannie Kanevsky ◽  
Cindy Xin ◽  
Ilana Ram

In this paper, we describe and investigate small group discussions of assigned readings in an online version of a “triple-entry activity” in a blended course used an annotation tool, Marginalia. We wondered if students would interact in this structured, critical, reflective reading activity as effectively online as they had when the activity was undertaken on paper in face-to-face classes. We investigated what happened, why, and if successful, and how these findings might inform the use of annotated discussions in the future. We found 30% of comments acknowledged the value of ideas expressed in a group member’s response to a reading, 30% extended those ideas, 11% connected the reading to personal experience, 9% were questions, and 6% answers. Approximately 60% of the interactions were between one group member and the author of the response; 40% involved comments that were connected to each other as well as the author’s response to the reading. Students felt using Marginalia to comment on classmates’ responses and having classmates comment on their responses facilitated their learning from assigned readings. The instructor agreed and felt the online discussions also contributed to the development of a community of learners between face-to-face classes. In addition, reading students’ responses and discussions before each class informed the instructor’s preparation for in-class activities.


2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Amy T Peterson ◽  
Patrick N. Beymer ◽  
Ralph T. Putnam

Supporting productive peer-to-peer interaction is a central challenge in online courses.  Although cooperative learning research provides robust evidence for the positive outcomes of face-to-face cooperative learning (Johnson & Johnson, 1989), online modes of cooperative learning have provided mixed results. This study examines the effects of synchronous versus asynchronous interaction on students’ sense of cooperation, belonging, and affect in online small-group discussions. Fifty-two undergraduate students were assigned to synchronous and asynchronous interaction conditions.  The findings support prior research that asynchronous communication interferes with the relationship between cooperative goals and the outcomes of cooperation. Results inform theory and practice, by showing that asynchronous cooperative learning may not work as designed because the presence of cooperative goals do not predict cooperative outcomes.


Author(s):  
Ruth Rubio-Marín

This chapter explores how human rights law has contributed to the shift towards participatory gender equality by legitimating the adoption of quotas and parity mechanisms to ensure women’s equal participation in decision-making. Since the adoption of CEDAW, human rights law has moved away from formal equality notions that simply affirm women’s equal political rights. Instead, we see growing endorsement of substantive equality doctrines that validate the adoption of gender quotas, initially as temporary special measures to ensure women equal opportunities, and, more recently, as permanent measures targeting the gender-balanced composition of an ever-expanding range of public and private governance bodies. The chapter explores how human rights law connects this participatory turn to issues of pluralism, calling attention to the need for public bodies to represent the full diversity of the population, and calling on state parties to increase the participation of women from ethnic minorities, indigenous groups, and religious minorities.


Author(s):  
Tzu‐Jung Lin ◽  
Elizabeth Kraatz ◽  
Seung Yon Ha ◽  
Ming‐Yi Hsieh ◽  
Michael Glassman ◽  
...  

TEM Journal ◽  
2021 ◽  
pp. 508-516
Author(s):  
Deepti Mishra ◽  
Gonca Gokce Menekse Dalveren ◽  
Frode S. Volden ◽  
Carly Grace Allen

Group work is a necessary element of engineering education and group members need information about one another, group process, shared attention and mutual understanding during group discussions. There are several important elements for establishing and maintaining a group discussion such as participant’s role, seating arrangement, verbal and non-verbal cues, eye gaze, gestures etc. The present study investigates these elements for identifying the behavior of group members in a blend of traditional face-to-face discussion along with computer supported cooperative work (CSCW) setting. The results of this study have shown that, speaking duration is the key factor for identifying the leadership in a group and participants mostly used eye gazes for turn taking. Although this study is a mix of face-to-face and CSCW discussion setting, participants mostly behave like faceto- face group discussion. However, unlike the previous studies involving face-to-face discussion, the relation between seating arrangement and amount of attention is not apparent from the data during this study.


Author(s):  
RANDRINRIJAONA MAEVA

The exclusion of women is at the heart of the modern political order, despite the gradual recognition of formal equality between men and women in the exercise of political rights. The evolution of the political culture has nevertheless allowed the gradual access of women to power. Yet in the case of Madagascar, gender consideration is not limited to the integration of women in power, but several challenges lie ahead for the country in terms of women's rights. Women parliamentarians through their roles can advocate for women's rights. But the question is how these women parliamentarians advocate for women’s development rights do?Women's development requires respect for their rights, and women parliamentarians, when designing and passing laws, have the opportunity to fight for women's rights, which generally boil down to the right to health, safety and work. The aim is therefore to highlight the capacity of women parliamentarians to establish a rule of law that allows women to develop. Women's participation in the proposals and discussions of laws can play an equal part in promoting women's rights and women's development.


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