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Mar 24, 2020 by Richard Dunn (dunnr)
PSCI 111 C1: Gender and Elections
Tue, 24 Mar 2020 15:01:08 GMT
Thu, 13 Feb 2020 21:51:57 GMT
Rationale for Inactivation
Last Effective Term
Org Short Name
School of Arts and Sciences
Fall 2020 (Non-Substantive Changes ONLY)
Gender and Elections
This course tackles four theoretical and empirical challenges related to gender and political equality: the extension of citizenship rights and voting rights to women; the problem of women's persistent under-representation in politics; the nature of the gender gap in preferences across time and space; and the possibilities for substantive representation. We will focus about half the class on the US (contrasting the experiences of white and black women and men in politics) and the other half on other countries, detailing how different party systems, variation in electoral rules (like proportional representation), and institutional innovations such as gender quotas, enable or constrain gender equality in politics.
Also Offered As
GSWS 111 - Gender and Elections in America and Beyond
Every Other Year
One-term course offered either term
Cross Cultural Analysis
Place in Curriculum
"Cross-Cultural Analysis" as a Foundational Approach
Methods of Assessment
Number and size of paper(s) assigned
Number and type of exams
Cross Cultural Analysis
How does the course examine the social values, institutions, and patterns of organization of a culture from within its own perspective?
This course is about how different societies integrate women into public life. We look at citizenship rights of men and women over time, the origins of women's political enfranchisement, the depiction of masculine and feminine norms in media, and the relationship between institutions and women's representation.
How does the course consider the relationships AMONG the following aspects of the culture(s) in question: art, religion, literature, philosophy, social behavior and institutions, and responses to other cultures?
The primary inter-relations are between social behavior (things like support for candidates and political parties, as well as patterns of voting) and institutions (things like levels of government, structure of electoral institutions, and based on differing levels of economic development).
If the course focuses on a particular element in a culture, can you explain how it relates that element to other more general aspects?
The course is about how gender operates in electoral systems, with relevance for how gender operates in other institutions of power.
How does the course teach students the methods required for sensitive and critical cultural analysis, such as the informed reading of texts, artifacts, and social institutions?
Our assignments will develop different writing skills, including summary, analysis, critique, and policy writing. Students will evaluate not only scholarly work, but also, in insofar as campaigns are texts, primary source documents from elections.
Cultural Diversity in the US
The course should examine one or more of the following forms of differentiation: race/ethnicity, immigrant status, social class, gender, sexual orientation, religious affiliation. Which does it emphasize?
The course may emphasize a comparative perspective within a particular classification scheme (for example, African Americans and Hispanics). If so, please describe:
The course may examine the intersection between two or more of these means of differentiation (for example, race and immigrant status, minority status and sexual orientation). If so, please describe:
The course should address issues of inequality, stratification, and power. Please explain how it does so.
What is the primary method of analysis for the course? (For example, analysis of social scientific data, critical reading of literature, and so forth.)
Quantitative Data Analysis
Who is the course intended for?
Sample assignments or exam questions.
Do students actively analyze and interpret quantitative data? Explain.
Do students interpret quantitative data to evaluate hypotheses and/or to understand phenomena in the real world? Explain.
What types of quantitative analyses are included in the course? For example, do students learn concepts of random variability and elementary level of statistical analysis of data?
Do students learn formal structures of thought and how to apply them to understand phenomena in the real world? Explain.
If the course also engages students in the statistical analysis of empirical data, is the preponderance of attention give to formal structures implicated in deductive reasoning rather than on inductive reasoning from data to empirical generalizations? Explain.
Types of Analysis: What types of formal analysis are included in the course? For example, do students learn concepts of mathematics, formal logic, formal linguistics, computation and algorithmic thinking, decision theory, or some combination of these?
College reason for proposal