Promise and Performance: An Evaluation of Journals in International Relations

Breuning, Marijke; Bredehoft, Joseph; Walton, Eugene

doi:10.1111/j.1528-3577.2005.00220.x

Cited by 56 publications

(52 citation statements)

References 29 publications

(113 reference statements)

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“…International Relations community members strengthen the highlighted finding that the ranking of journals in the international academic world remains insular, focusing on American and European journals. In the pages of these journals, there is a strong dominance of American academics, or at least of academics working at American universities, confirming the results of a survey by Breuning, Bredehoft and Walton (2005). This also applies to some of the so-called "sub-disciplines" of International Brazil or any other country (Breuning, 2010).…”

Section: Is International Relations Still An American Social Science supporting

confidence: 68%

Is International Relations still an American social science discipline in Latin America?

Villa

Pimenta²

2017

Opin. Publica

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Over the last 40 years, investigations have shown the discipline of International Relations to reproduce the American influence on its methods, paradigms, and institutional dynamics. This article explores the case for the Latin American community, based on the survey data from the Teaching, Research, and International Politics project (TRIP) 2014 developed by the Institute for the Theory and Practice of International Relations of the College of William and Mary, Virginia (USA). TRIP evaluated International Relations communities in 32 countries around the world. The article aims to answer two main questions: (i) is American influence still dominant over epistemological, methodological, paradigmatic, and institutional representative terms in Latin American International Relations communities, as has been considered in the past? (ii) Is there in the region any contestation to this supposed influence? Primarily, the present article shows an affirmative answer for the first issue. Therefore, and most importantly, the data analysis shows upcoming local pressures rooted in American influence, especially on its epistemic and paradigmatic terms. The data strengthens the miscegenation tendency on its epistemological and paradigmatic aspects, which underlines a lack of consensus over the structure of American dominance over the discipline of International Relations in Latin America, especially if one observes the most numerous and structured group in the region: the Brazilian International Relations community.

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Section: Is International Relations Still An American Social Science supporting

confidence: 68%

Is International Relations still an American social science discipline in Latin America?

Villa

Pimenta²

2017

Opin. Publica

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“…Several studies point to noteworthy gender variations in methodologies and epistemological frameworks, with women gravitating towards constructivist styles and qualitative approaches and men towards positivist styles and quantitative approaches (see e.g. Breuning et al 2005;Mallard et al Plowman and Smith 2011). If SSH evaluators rely on journal rankings and impact factors as proxies of scientifi c merit, such gender variations may produce unequal career outcomes, since qualitative methods and constructivist epistemological styles are less prevalent in the most highly regarded social science journals (Bennett et al, 2003;Donovan, 2007;Macdonald and Kam, 2007;Svensson, 2006;Willmott, 2011).…”

Section: Modalities and Gendered Outcomes Of Scientifi C Performance mentioning

confidence: 99%

Scientific Performance Assessments Through a Gender Lens

Nielsen

2017

S&TS

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The focus on excellence and quality assurance in the academy has spawned a signifi cant increase in the use of bibliometric measures in performance assessments of individual researchers. This article investigates the organizational consequences of this development through a gender lens. Based on a qualitative case study of evaluation and selection practices at a Danish university, a number of potential gender biases related to the use of bibliometric performance measures are identifi ed. By taking as default the research preferences, approaches and career paths of a succesful group of predominantly male scholars, evaluators using bibliometrics risk disadvantaging candidates diverging from the norm with implications for gender stratifi cation. Despite these potential biases, bibliometric measures come to function as technologies supporting a managerial narrative of the gender-blind organization. They adhere to the prevailing ethos of the academic meritocracy by standardizing the criteria for organizational advancement and ensuring transparency and accountability in the selection process. While bibliometric tools in this sense may lead to the recruitment of scientists with a strong CV and track record, they may at the same time prevent many talented researchers diverging from the norm from being recognized and succeed as academics.

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“…Evidence for a significant gender gap has been demonstrated with respect to salaries (Bell 2001;Blackaby, Booth, and Frank 2005;Henehan and Sarkees 2009), publication rates and journal/book press placement (Breuning, Bredehoft, and Walton 2005;Breuning and Sanders 2007;Hesli and Lee 2011;Jaschik 2005;Mathews and Andersen 2001), employment at research versus teaching institutions (Sarkees and McGlen 1999), satisfaction with graduate school training (Hesli, Fink, and Duffy 2003), and attrition rates at all academic levels (Sarkees and McGlen 1999). Although recent studies show some decline in the academic gender gap (Henehan and Sarkees 2009;Hesli et al 2006), female scholars are still underrepresented at high-rank levels relative to the number of women receiving undergraduate degrees.…”

Section: The Leaky Pipelinementioning

confidence: 99%

Women Don't Ask? Women Don't Say No? Bargaining and Service in the Political Science Profession

Mitchell

Hesli

2013

APSC

116

108

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This article examines the dual problems of "women don't ask" and "women don't say no" in the academic profession. First, we consider whether female faculty bargain more or less frequently than male faculty about such resources as salary, research support, clerical support, moving expenses, and spousal accommodation. Analyzing a 2009 APSA survey, we find that women are more likely to ask for resources than men when considering most categories of bargaining issues. This finding goes against conventional wisdom in the literature on gender and bargaining that suggests that women are less likely to bargain than men. Second, we seek to understand if women are reluctant to say no when asked to provide service at the department, college, university, or disciplinary levels. We find that women are asked to provide more service and that they agree to serve more frequently than men. We also find that the service women provide is more typically "token" service, as women are less likely to be asked by their colleagues to serve as department chair, to chair committees, or to lead academic programs. The implications of these results for the leaky pipeline in the academic profession are discussed.I n this article, we examine the dual problems of "women don't ask" and "women don't say no" in academia.The first issue, "women don't ask," deals with the potential differences between men and women in bargaining situations. Surveying the literature on negotiations and the gender divide, Babcock and Laschever (2003) report that women bargain less frequently than men in a wide variety of situations from salary negotiations to the timing of promotion reviews in academic careers. Failure to negotiate an initial salary offer can have lifelong repercussions that may cost a job candidate several hundred thousand dollars over the course of a career. This gap is also difficult to close; even if women receive higher percentage annual raises, women's salaries lag behind men's salaries if they have a lower starting salary (Gerhart 1990). The lack of bargaining for promotion may contribute to the leaky pipeline in the academic profession, whereby women represent a smaller percentage of scholars within higher academic ranks, especially at the full professor level (Allen 1998;Bellas and Toutkoushian 1999;Hesli and Lee 2011).The second issue, "women don't say no," relates to whether female academics engage in professional service more often than their male peers. While some studies find few differences in the number of hours male and female faculty devote to service (Bellas and Toutkoushian 1999;Russell, Fairweather, and Hendrickson 1991;Singell, Lillydahl, and Singell 1996), others find that female faculty and faculty of color are more likely than their comparative counterparts to engage in service to their institution and their profession (Turk 1981;Turner and Myers 2002). Women may also be asked to provide less-prestigious service (Twale and Shannon 1996).1 Misra et al. (2011) find that women are more than twice as likely as men to be aske...

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Promise and Performance: An Evaluation of Journals in International Relations

Cited by 56 publications

References 29 publications

Is International Relations still an American social science discipline in Latin America?

Is International Relations still an American social science discipline in Latin America?

Scientific Performance Assessments Through a Gender Lens

Women Don't Ask? Women Don't Say No? Bargaining and Service in the Political Science Profession

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