Learning Race, Gender, and Intersectionality through Integrative Political Science

Abstract

Gender, race, and intersectionality are increasingly relevant in our diversifying country. Political science courses centered on these concepts are emerging throughout the United States, but not yet ubiquitous. Integrative political science courses merge lectures, journal articles analysis teams, public policy project teams, and simulations in a single course to facilitate a multi-faceted learning experience with students and between students. Utilizing a Technology-Enabled Active Learning classroom, approximately 90 students enrolled in a race and gender course organize into journal article analysis, public policy project, and simulation teams. How do students benefit from the integration of science, practice, and simulation in learning about race, gender, and intersectionality?