Arguing for a Negligible Effect

In this article, we contend that the current gender and conflict literature ignores the context of military decisions and thus underestimates the support of women for certain types of military interventions. We argue that the issues related to humanitarian crises are likely to provoke support from women. Consequently, as more women enter elected positions in state legislatures, the more likely a state will become involved in a humanitarian military intervention. To test our argument, we compile a data set of humanitarian military interventions and women legislators from 1946 to 2003. A series of estimation approaches and robustness tests support our assertion that more women legislators impact the likelihood that a state will become involved in a humanitarian military intervention. Our research has specific implications on the role of gender in conflict processes and more general implications on the connection between domestic political processes and foreign policy decision making. Keywords humanitarian intervention, domestic politics, foreign policy, military interventionAs of January 2015, women constituted 22 percent of the world's parliaments and legislatures. This number nearly doubles the percentage of women legislators from

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“…This supports our claim that model 4 is both a statistically and substantively null result (Rainey 2014).…”

Section: Shea and Christiansupporting

confidence: 88%

The Impact of Women Legislators on Humanitarian Military Interventions

Shea

Christian

2016

Journal of Conflict Resolution

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“…This is a positive finding, especially given the expectation that students dropping out of the program do so because of struggles with other coursework, lack of motivation, or general disinterest. However, the result is not statistically significant at traditional levels although a portion of the students who were in the CAC but left do seem to exhibit better attendance [67].…”

Section: Attendance and Disciplinementioning

confidence: 70%

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

2017

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Abstract:The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.

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“…The difference between these proportions is indistinguishable from zero, 2 (1)= 0.853, p < .36, two-tailed (Rainey 2014). Specifically, 63% of those respondents who were assigned to interview in Russian agreed with this policy proposal.…”

Section: Placebo Testmentioning

confidence: 85%

Language Shapes People's Time Perspective and Support for Future‐Oriented Policies

Pérez

Tavits

2017

American J Political Sci

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Can the way we speak affect the way we perceive time and think about politics? Languages vary by how much they require speakers to grammatically encode temporal differences. Futureless tongues (e.g., Estonian) do not oblige speakers to distinguish between the present and future tense, whereas futured tongues do (e.g., Russian). By grammatically conflating "today" and "tomorrow," we hypothesize that speakers of futureless tongues will view the future as temporally closer to the present, causing them to discount the future less and support future-oriented policies more. Using an original survey experiment that randomly assigned the interview language to Estonian/Russian bilinguals, we find support for this proposition and document the absence of this language effect when a policy has no obvious time referent. We then replicate and extend our principal result through a cross-national analysis of survey data. Our results imply that language may have significant consequences for mass opinion.

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Arguing for a Negligible Effect

Cited by 164 publications

References 35 publications

The Impact of Women Legislators on Humanitarian Military Interventions

The Impact of Women Legislators on Humanitarian Military Interventions

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

Language Shapes People's Time Perspective and Support for Future‐Oriented Policies

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