Building a Gender and Methodology Curriculum: Integrated Skills, Exercises, and Practices

Erin C. Cassese, Mirya R. Holman, Monica C. Schneider, Angela L. Bos

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

In this article, we develop an argument for better integrating the political science curricula on methodology with gender politics. We demonstrate how these two areas are presently distinct and nonoverlapping with an analysis of commonly used methodology and women and politics textbooks. We examine the implications of these results for female students’ engagement with political methodology—an area in which women are persistently underrepresented—by drawing on research from STEM educators. Stereotype threat; (Steele1997, Steele and Aronson 1995) provides a framework for thinking about the myriad of ways the curriculum influences learning outcomes for female students and highlights the utility of greater crossover between the two subject areas. To facilitate better integration of methodology and gender politics, we identify opportunities for instructors to incorporate methods into courses on gender and gender into courses on methods. We also develop a number of different in-class activities and resources to help faculty to bridge the gap between gender and methodology.

Original languageAmerican English
JournalAll Faculty Articles
Volume11
Issue number1
DOIs
StatePublished - 1 Jan 2015
Externally publishedYes

Keywords

  • gender
  • methodology
  • pedagogy
  • stereotype threat
  • textbook analysis

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