Gender and bias in the International Relations curriculum: Insights from reading lists

Phull, Kiran; Ciflikli, Gokhan; Meibauer, Gustav

doi:10.1177/1354066118791690

Cited by 41 publications

(41 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There may have also been some misclassification of male and female gender by the genderize API and by the research team. Additionally, consistent with some other work on gender and syllabi [ 25 ], our sample was limited to a single campus and the final sample size was too small to compute meaningful department-level estimates and examine differences among departments within disciplines. However, by collecting syllabi from a single campus, we were able to make comparisons between disciplines.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Diversify the syllabi: Underrepresentation of female authors in college course readings

et al. 2020

View full text Add to dashboard Cite

Emerging evidence demonstrates that female-authored publications are not well represented in course readings in some fields, resulting in a syllabi gender gap. Lack of representation may decrease student awareness of opportunities in professional fields and disadvantage the career success of female academics. We contribute to the evidence on the syllabi gender gap by: 1) quantifying the extent to which female authors are represented in assigned course readings; 2) examining representation of female authors by gender of instructor and discipline; and 3) comparing female representation in syllabi with the workforce and with representation as authors of peer-reviewed journal articles. From a list of courses offered in 2018–2019 at Washington University in St. Louis, we selected a stratified random sample of course syllabi from four disciplines (humanities; social science; science, technology, engineering, and mathematics; and other). We coded the gender of course instructors and course reading authors using the genderize application programming interface. We examined representation of female authors at the reading, course, and discipline level using descriptive statistics and data visualization. The final sample included 2435 readings from 129 unique courses. The mean percentage of female authors per reading was 34.1%; 822 (33.8%) of readings were female-led (i.e., a female first or sole author). Female authorship varied by discipline, with the highest percentage of female-led readings in social science (40%). Female instructors assigned a higher percentage of readings with female first authors and readings with higher percentages of females on authorship teams. The representation of female authors on syllabi was lower than representation of females as authors in the peer-reviewed literature or in workforce. Adding to evidence of the syllabi gender gap, we found that female authors were underrepresented as sole and first authors and as members of authorship teams. Since assigned readings promote academic scholarship and influence workforce diversity, we recommend several strategies to diversify the syllabi through increasing awareness of the gap and improving access to female-authored publications.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, early research suggests that the gender gap in publishing and citation also persists in assigned course readings [ 17 , 22 – 25 ]. This “syllabi gender gap” may be due to several factors.…”

Section: Introductionmentioning

confidence: 99%

Diversify the syllabi: Underrepresentation of female authors in college course readings

et al. 2020

View full text Add to dashboard Cite

show abstract

“…2. Again, these patterns seem to vary by gender, with female instructors citing more female-authored research in their syllabi and senior male instructors assigning fewer articles by female authors (Colgan 2017;Phull, Cifliki, and Meibauer 2018).…”

Section: Supplementary Materialsmentioning

confidence: 99%

The Gender Citation Gap in Undergraduate Student Research: Evidence from the Political Science Classroom

Liu

Devine

Gauder

2020

APSC

View full text Add to dashboard Cite

ABSTRACT Previous studies documented a “gender citation gap” in political science whereby women are less likely to be cited in published research and course syllabi, especially by male scholars. However, no previous study examined citation patterns among students in political science courses to determine if similar patterns are evident in their research. This article analyzes an original database of individual as well as group research assignments from an undergraduate research methods course. Our analysis indicates that male students are significantly less likely than female students to cite research published by women—whether as first authors, any of the authors, or the average percentage of authors per team. However, in a subsequent group research assignment, gender diversity had no discernible effect on group citation patterns. We discuss the implications of these findings for current pedagogical practices and the future state of the discipline.

show abstract

“…Contudo, como Cynthia Weber (2016) e tantos outros pesquisadores afirmam, é possível estudar questões como soberania dos Estados até temas ambientais e processos transnacionais. No presente artigo irei expor os resultados da aplicação da perspectiva queer (Weber, 2016) sobre a permeabilidade de gênero (Halliday, 1988) no grupo social acadêmico de RI (Phull et al, 2018). Dessa forma, é importante salientar a potência de trabalhar gênero não apenas como objeto de análise, mas também como ótica de análise sobre a realidade.…”

Section: Introductionunclassified

“…Com apoio metodológico de Halliday (1988), Weber (2016) e Phull (et al, 2018) delimito a presente pesquisa em três dimensões: a bibliografia cobrada nos processos de seleção de pósgraduação; a produção de teses; e os espaços institucionais de diálogo das associações acadêmicas para o tema (ABRI, ABCP e ISA). O recorte ao grau de doutoramento na segunda dimensão de análise se justifica por serem esses profissionais responsáveis em produzirem teses sobre a realidade e orientar as práticas sociais e institucionais na área (Phull et al, 2018).…”

Section: Introductionunclassified

Teoria Queer e Relações Internacionais: análise da permeabilidade acadêmica de gênero no Brasil | Queer Theory and International Relations: analysis of gender academic permeability in Brazil

Mercher

2017

RMI

View full text Add to dashboard Cite

O presente artigo utiliza-se da teoria queer para investigar a permeabilidade de teorias e temáticas de gênero em Relações Internacionais no Brasil. Para investigá-la, fez-se a análise do grupo social acadêmico de Relações Internacionais: por meio do conteúdo bibliográfico presentes nos editais de seleção de pós-graduação; nos temas tratados pelas teses doutorais, produzidas nos 16 programas de Relações Internacionais e Ciência Política, de 2010 a 2018; e do espaço ao tema na ABRI, ABCP e ISA. Os resultados obtidos indicam baixa permeabilidade de gênero nas Relações Internacionais no Brasil: com baixa presença temática na bibliografia de seleção; ausência de espaço institucionalizado na ABRI, em relação à ABCP e ISA; e número reduzido de teses publicadas no tema, 5 de 405 em Relações Internacionais. O resultado vai de encontro com a percepção do atual ativismo acadêmico do MulheRIs por maior espaço de gênero no grupo social.ABSTRACTThis article uses queer theory to investigate the permeability of gender theories and themes in International Relations in Brazil. To investigate it, the analysis of the academic social group of International Relations was made: through the bibliographic content present in the post-graduate selection papers; in the topics covered by the doctoral theses, produced in the 16 programs of International Relations and Political Science, from 2010 to 2018; and from space to theme at ABRI, ABCP and ISA. The results indicate low permeability of gender in International Relations in Brazil: with low thematic presence in the selection bibliography; absence of institutionalized space in ABRI, in face of ABCP and ISA; and a reduced number of theses published in the theme, 5 of 405 in International Relations. The result agrees with the perception of the current MulheRIs academic activism for gender space in our social group.Palavras-chave: Gênero. Queer. Permeabilidade.Keywords: Gender. Queer. Permeability.Recebido em 28 de Maio de 2018 | Received May 28, 2018Aceito em 27 de Agosto de 2018 | Accepted on August 27, 2018DOI

show abstract

Gender and bias in the International Relations curriculum: Insights from reading lists

Cited by 41 publications

References 35 publications

Diversify the syllabi: Underrepresentation of female authors in college course readings

Diversify the syllabi: Underrepresentation of female authors in college course readings

The Gender Citation Gap in Undergraduate Student Research: Evidence from the Political Science Classroom

Teoria Queer e Relações Internacionais: análise da permeabilidade acadêmica de gênero no Brasil | Queer Theory and International Relations: analysis of gender academic permeability in Brazil

Contact Info

Product

Resources

About