The Changing Logic of Political Citizenship: Cross-National Acquisition of Women's Suffrage Rights, 1890 to 1990

Ramírez, Francisco O.; Soysal, Yasemin Nuhoğlu; Shanahan, Suzanne

doi:10.2307/2657357

Cited by 429 publications

(282 citation statements)

References 12 publications

(6 reference statements)

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“…One influential structural theory suggests a generically egalitarian effect of socioeconomic modernization-either because discrimination is too costly to sustain in competitive market economies (Treiman 1970;Jackson 1998; see also Cole and Cole 1973 on meritocracy in science), or because countries absorb liberal universalistic cultural values from the affluent West as they modernize and develop tighter links to global institutions and world culture (Ramirez et al 1997;Berkovitch 1999;Meyer 2010). Consistent with these evolutionary accounts, gender equality has increased around the world on many important dimensions-in particular with respect to formal legal rights and participation in labor markets and educational institutions.…”

Section: Macro-level Explanationsmentioning

confidence: 99%

Segregation, Stereotypes, and STEM

2018

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Scientific, technical, engineering, and mathematical (STEM) occupations are strongholds of gender segregation in the contemporary United States. While many Americans regard this segregation as natural and inevitable, closer examination reveals a great deal of variability in the gendering of STEM fields across time, space, and demographic groups. This article assesses how different theoretical accounts accord with the available evidence on the gender composition of scientific and technical fields. We find most support for accounts that allow for a dynamic interplay between individual-level traits and the broader sociocultural environments in which they develop. The existing evidence suggests, in particular, that Western cultural stereotypes about the nature of STEM work and STEM workers and about the intrinsic qualities of men and women can be powerful drivers of individual aptitudes, aspirations, and affinities. We offer an illustrative catalog of stereotypes that support women's STEM-avoidance and men's STEM-affinity, and we conclude with some thoughts on policy implications.Keywords: gender; STEM; segregation; stereotypes; culture; work; occupations; science; inequality For more than three decades, American educators, policy makers, activists, and business leaders have engaged in research and policy initiatives to increase the presence of women and other underrepresented groups in scientific, technical, engineering, and mathematical (STEM) occupations and fields of study. These efforts have been motivated by interests in broadening opportunities in lucrative, high-status occupations and in ameliorating acute STEM labor shortages that are believed to threaten national prosperity, private profits and the public welfare.Despite wide-ranging research and policy efforts, STEM occupations remain strongholds of gender segregation in the contemporary United States. Women made up nearly half of the US labor market in 2015, but only 28% of all scientific and technical workers. Within STEM, gender segregation is also very strong, with women comprising 48% of life scientists and 60% of social scientists, but only 28% of physical scientists and 15% of engineers (NSF 2018, Appendices 3-12). 1 While some fields have integrated over time, others have become more segregated. Women's share of US bachelor's degrees in computer science, for instance, declined from 28% to 18% between (NSF 2018.While many Americans understand men's dominance of scientific and technical work as natural and universal, the gender typing of STEM fields varies a great deal across space, time, and socio-demographic groups. Recent comparative studies have shown that scientific degree recipients are disproportionately female in Iran, Saudi Arabia, Romania, and Georgia, for example, and that the gender gap in children's STEM aspirations is larger in more affluent societies (Charles 2011a(Charles , 2017 1 Even within engineering women and men tend to do different work: about 10% of mechanical and electrical engineers are women, compared to 20...

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Section: Macro-level Explanationsmentioning

confidence: 99%

Segregation, Stereotypes, and STEM

2018

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“…De esta forma, los actores nacionales adquieren una dependencia epistemológica de otros actores, llámese grupo de expertos o "comunidades epistémicas", para desarrollar y demostrar la viabilidad normativa y la racionalidad de las políticas locales que ponen en práctica. (DiMAGGIO;POWELL, 1983, p. 151-152;SOYSAL;SHANAHAN, 1997;WEY-LAND, 2005;ASTIZ, 2004;2006a;DOBBIN;SIMMONS;GARRETT, 2007) Ahora bien, cuando las políticas son delineadas en consonancia con lineamientos externos, es probable que se genere una divergencia entre el propósito de la política y los resultados alcanzados. (MEYER et al, 1997, p. 154) Así es como los modelos culturales mundiales podrían verse modificados en gran medida durante el proceso de adopción.…”

Section: Marco Teóricounclassified

Autonomía educativa en la provincia de Buenos Aires, Argentina: comparación entre dos distritos escolares. Una perspectiva neo-institucionalista

Astiz

2015

Educ. Soc.

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RESUMEN:El presente artículo aporta evidencia empírica sobre políticas adoptadas, resultados y consecuencias de las iniciativas de descentralización y autonomía educativa implementadas en Argentina en los años noventa. Este estudio realiza una evaluación de las implicancias del concepto de autonomía educativa en el país y de cómo fue adoptado tanto a nivel provincial como en las escuelas. Utilizando un paradigma neo-institucionalista, y mediante el uso de fuentes de información fidedignas de la provincia de Buenos Aires y de dos distritos escolares del Gran Buenos Aires, el estudio analiza la función que los factores organizativos cumplen en la implementación de la reforma. El objetivo de la presente investigación es analizar en forma comparativa las características institucionales y las consecuencias que las mismas acarrean en distritos que atienden poblaciones sociopolíticas diferentes.Palabras clave: Autonomía escolar; Buenos Aires, Argentina; Descentralización; Neo-institucionalismo; Contextos sociopolíticos. Educational autonomy in Buenos Aires, Argentina: a comparison among school districts. A neo-institutionalist perspectiveABSTRACT: This article provides evidence of how decentralization and school autonomy policies were adopted and adapted in Argentina during the 1990s. It also addresses the consequences of their implementation at the provincial and school levels. Applying a neo-institutional framework, the study analyzes the role that organizational factors play in the implementation of school autonomy reform across diverse sociopolitical environments in the province of Buenos Aires.

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“…As world polity scholars such as Ramirez, Soysal, and Shanahan (1997) and Keck and Sikkink (1998) have pointed out, such norms spread unevenly, but over time produce a new political baseline for national policy-makers. We follow Williams, Berger, and McClendon (2005) in calling the new academic standard 'inclusive excellence', and argue that it guides how countries engage in the international 'battle for the best brains'.…”

Section: Melding Discourses Of Gender Equality and Competitionmentioning

confidence: 99%

Gender equality in German universities: vernacularising the battle for the best brains

Zippel

Ferree

Zimmermann

2016

Gender and Education

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The Changing Logic of Political Citizenship: Cross-National Acquisition of Women's Suffrage Rights, 1890 to 1990

Cited by 429 publications

References 12 publications

Segregation, Stereotypes, and STEM

Segregation, Stereotypes, and STEM

Autonomía educativa en la provincia de Buenos Aires, Argentina: comparación entre dos distritos escolares. Una perspectiva neo-institucionalista

Gender equality in German universities: vernacularising the battle for the best brains

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