In this article the authors analyse and extend Segal's theory of factors affecting women's military participation cross-nationally through a literature review on three very different countries, Australia, Mexico and Zimbabwe. These countries differ not only in geographic location, but also in how the dimensions of Segal's theory apply to each. Segal's model focuses on societal and institutional-level variables, in the military, in the culture and in the social structure that affect the degree and nature of women's participation in the armed forces. While the model fits in a general sense, the authors find that other variables need to be added, and existing ones revised. Thus, they propose an expansion of Segal's theory to include additional factors and hypotheses for the relationship between each of these variables and the extent of women's participation in a nation's armed force, using examples from Australia, Mexico and Zimbabwe.
Since its inception in 1845, the United States Naval Academy in Annapolis, Maryland, has often faced the challenge of balancing technical and professional training demands of the naval service against the social and cultural conditions of an increasingly complex world. Despite the institution's attempts to address the multiple demands of the social and military contexts, the study of behavioral science in general, and sociology in particular, has been until recently largely absent. In response to challenges and deficiencies associated with its educational program, the Naval Academy has undertaken a path of reform to balance professional training with the need to educate graduates as competent and effective leaders. This article addresses some of the institutional, organizational, and curricular changes at the Naval Academy, with a focus on the inclusion and development of courses in human behavior and sociology as a means to study this process of leadership education.
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