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| Srl | Item |
| 1 |
ID:
111958
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| Publication |
2012.
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| Summary/Abstract |
Within the subfields of political psychology and the study of gender, the introduction of new data collection efforts, methodologies, and theoretical approaches are transforming our understandings of these two fields and the places at which they intersect. In this article we present an overview of the research that was presented at a National Science Foundation (NSF) (#SES-1014854) funded conference "New Research on Gender in Political Psychology" at Rutgers University in March 2011. This scholarship represents the expanding questions and approaches that enhance our understanding of gender within political psychology. As a result, we suggest that further innovation is needed with regard to theory and methods to understand better how gender shapes the political attitudes and actions of individuals. Our discussion here covers the use of data, interdisciplinary methods, and intersectionality to study gender. We conclude with thoughts about the theoretical implications of this recent scholarship and the future of political science research on gender.
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| 2 |
ID:
111957
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| Publication |
2012.
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| Summary/Abstract |
This symposium consists of three papers written after a small mentoring conference, New Research on Gender in Political Psychology, which was held in New Brunswick, New Jersey, March 4-5, 2011. As junior scholars, we received a grant from the National Science Foundation (#SES-1014854) to organize a conference for the purposes of mentoring pretenure faculty and promoting scholarship on gender in political psychology. Each of the three articles in this symposium focuses on a different aspect of the conference.
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| 3 |
ID:
092561
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2009.
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| Summary/Abstract |
Many political science departments offer, and increasing numbers of them require, undergraduate research methods courses. At the same time, studies cite high levels of student anxiety about such courses. Utilizing survey data from both students who take and faculty who teach methods, we conduct an analysis that compares the barriers students and faculty independently perceive. Next, we share results from our own exploratory assessment technique, which evaluates our success in increasing student confidence with regard to conducting research. Finally, we present specific exercises and assignments which can serve as solutions to student barriers. We argue that conscious reflection as to where students lack confidence and assessment of our efforts allows instructors to approach teaching methods more effectively.
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