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• 41. [Article] Self-Infantilizing Women: Paternalism in Abortion Lawmaking and Legislator Gender

  Mainstream feminist political science discourse primarily focuses on abortion as an issue of male dominance over female individuals, and little research has been conducted to determine whether female lawmakers, ...

  Citation × Citation Citation Abstract Copy Title: Self-Infantilizing Women: Paternalism in Abortion Lawmaking and Legislator Gender Author: Martin, Cherie H. Year: 2016 Mainstream feminist political science discourse primarily focuses on abortion as an issue of male dominance over female individuals, and little research has been conducted to determine whether female lawmakers, too, are complicit in paternalism in anti-abortion rhetoric and lawmaking, and the implications of such self-infantilization. The present thesis surveys the existence of paternalistic language in state-level anti-abortion bills for the 2016 legislative session, and analyzes the results by legislator gender. The data conveys that both male and female legislators employ paternalistic language in anti-abortion legislation, which implies there is more to the abortion debate than gender differences. This paper explores the implications and potential causes of female legislators utilizing self-infantilizing language in the context of anti-abortion legislation, and argues the need for a significant reorientation of the abortion debate away from men versus women, and towards a discussion of the complex and varied intersections of race, wealth, age, gender and other social factors that affect a woman’s ability to access abortion. Title: Self-Infantilizing Women: Paternalism in Abortion Lawmaking and Legislator Gender Author: Martin, Cherie H. Year: 2016 Mainstream feminist political science discourse primarily focuses on abortion as an issue of male dominance over female individuals, and little research has been conducted to determine whether female lawmakers, too, are complicit in paternalism in anti-abortion rhetoric and lawmaking, and the implications of such self-infantilization. The present thesis surveys the existence of paternalistic language in state-level anti-abortion bills for the 2016 legislative session, and analyzes the results by legislator gender. The data conveys that both male and female legislators employ paternalistic language in anti-abortion legislation, which implies there is more to the abortion debate than gender differences. This paper explores the implications and potential causes of female legislators utilizing self-infantilizing language in the context of anti-abortion legislation, and argues the need for a significant reorientation of the abortion debate away from men versus women, and towards a discussion of the complex and varied intersections of race, wealth, age, gender and other social factors that affect a woman’s ability to access abortion. Close

• 42. [Article] Stereotype Threat and Effects of Students’ Perception of Their Math Teacher’s Fairness on Their Math Self-Efficacy

  Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically ...

  Citation × Citation Citation Abstract Copy Title: Stereotype Threat and Effects of Students’ Perception of Their Math Teacher’s Fairness on Their Math Self-Efficacy Author: DeVigal, Alexis Jocelyn Year: 2017 Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students’ perceptions of their 9th math teacher’s fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers. Title: Stereotype Threat and Effects of Students’ Perception of Their Math Teacher’s Fairness on Their Math Self-Efficacy Author: DeVigal, Alexis Jocelyn Year: 2017 Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students’ perceptions of their 9th math teacher’s fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers. Close

• 43. [Article] Traversing the United States-Mexico Border: Gender and Kinship in Migrant Families

  This paper explores the process of gender and kinship reconfiguration during transnational migration. Transnational migrants shift and adapt the ways in which they fulfill the cultural responsibilities ...

  Citation × Citation Citation Abstract Copy Title: Traversing the United States-Mexico Border: Gender and Kinship in Migrant Families Author: Harhai, Patrick S. Year: 2014 This paper explores the process of gender and kinship reconfiguration during transnational migration. Transnational migrants shift and adapt the ways in which they fulfill the cultural responsibilities of kinship and gender. This study focuses on Latin American migrants and their kin networks on both sides of the U.S.-Mexico border. Although themes of global economic, trade, and immigration are present, the focus is migration in a western context. Drawing on published ethnographies, I use data collected by anthropologists and other social science researchers in the past decade and a half to elucidate the ways in which governmental bodies control and incite migration. Transnational migration causes alterations to the methods of fulfilling kinship and gender responsibilities. The findings of this study are highly relevant in terms of creating a cross-cultural understanding of how and why people migrate to the United States. Title: Traversing the United States-Mexico Border: Gender and Kinship in Migrant Families Author: Harhai, Patrick S. Year: 2014 This paper explores the process of gender and kinship reconfiguration during transnational migration. Transnational migrants shift and adapt the ways in which they fulfill the cultural responsibilities of kinship and gender. This study focuses on Latin American migrants and their kin networks on both sides of the U.S.-Mexico border. Although themes of global economic, trade, and immigration are present, the focus is migration in a western context. Drawing on published ethnographies, I use data collected by anthropologists and other social science researchers in the past decade and a half to elucidate the ways in which governmental bodies control and incite migration. Transnational migration causes alterations to the methods of fulfilling kinship and gender responsibilities. The findings of this study are highly relevant in terms of creating a cross-cultural understanding of how and why people migrate to the United States. Close

• 44. [Article] Women and the Wilderness; A Review of Barriers to Participation, Current Coping Strategies, and Guidance for Future Programs

  This literature review discusses the obstacles that women face in participating in outdoor recreation, the ways in which they are currently navigating these obstacles, and discusses how the currently literature ...

  Citation × Citation Citation Abstract Copy Title: Women and the Wilderness; A Review of Barriers to Participation, Current Coping Strategies, and Guidance for Future Programs Author: Khajavei, Naiyear Year: 2017 This literature review discusses the obstacles that women face in participating in outdoor recreation, the ways in which they are currently navigating these obstacles, and discusses how the currently literature (and the gaps within it) can inform our future research and policy making. The obstacles women currently face in wilderness recreation surround gender roles and social expectations, lack of early skill-development and confidence, and a gendered geographic fear. Currently, women are navigating these obstacles by either conforming or rejecting gender roles in their participation, choosing to develop skills in female-only environments, and taking means to increase perceived safety such as carrying weapons and avoiding recreating outdoors alone. I argue that many of the ways in which women are currently navigating these issues takes away from the initial draw of outdoor recreation. This article ends with a call for more research and some advice for future programs that encourages all-female elements, redefined leadership roles, reduced use of heavy stress and exhaustion for skill development, and better advocation for safety measures and potential threats in a given activity. Title: Women and the Wilderness; A Review of Barriers to Participation, Current Coping Strategies, and Guidance for Future Programs Author: Khajavei, Naiyear Year: 2017 This literature review discusses the obstacles that women face in participating in outdoor recreation, the ways in which they are currently navigating these obstacles, and discusses how the currently literature (and the gaps within it) can inform our future research and policy making. The obstacles women currently face in wilderness recreation surround gender roles and social expectations, lack of early skill-development and confidence, and a gendered geographic fear. Currently, women are navigating these obstacles by either conforming or rejecting gender roles in their participation, choosing to develop skills in female-only environments, and taking means to increase perceived safety such as carrying weapons and avoiding recreating outdoors alone. I argue that many of the ways in which women are currently navigating these issues takes away from the initial draw of outdoor recreation. This article ends with a call for more research and some advice for future programs that encourages all-female elements, redefined leadership roles, reduced use of heavy stress and exhaustion for skill development, and better advocation for safety measures and potential threats in a given activity. Close

• 45. [Article] Review of "Reason and Passion: Representations of Gender in a Malay Society," by Michael G. Peletz

  Review of "Reason and Passion: Representations of Gender in a Malay Society" by Michael G. Peletz, published by University of California Press, 1996.

  Citation × Citation Citation Abstract Copy Title: Review of "Reason and Passion: Representations of Gender in a Malay Society," by Michael G. Peletz Author: Carstens, Sharon A. Year: 1999 Review of "Reason and Passion: Representations of Gender in a Malay Society" by Michael G. Peletz, published by University of California Press, 1996. Title: Review of "Reason and Passion: Representations of Gender in a Malay Society," by Michael G. Peletz Author: Carstens, Sharon A. Year: 1999 Review of "Reason and Passion: Representations of Gender in a Malay Society" by Michael G. Peletz, published by University of California Press, 1996. Close

• 46. [Article] Book Review of, Caitrin Lynch. <i>Juki Girls, Good Girls: Gender and Cultural Politics in Sri Lanka’s Global Garment Industry</i>

  Reviews the book "Juki Girls, Good Girls: Gender and Cultural Politics in Sri Lanka’s Global Garment Industry," by Caitrin Lynch

  Citation × Citation Citation Abstract Copy Title: Book Review of, Caitrin Lynch. <i>Juki Girls, Good Girls: Gender and Cultural Politics in Sri Lanka’s Global Garment Industry</i> Author: Gamburd, Michele Ruth Year: 2008 Reviews the book "Juki Girls, Good Girls: Gender and Cultural Politics in Sri Lanka’s Global Garment Industry," by Caitrin Lynch Title: Book Review of, Caitrin Lynch. <i>Juki Girls, Good Girls: Gender and Cultural Politics in Sri Lanka’s Global Garment Industry</i> Author: Gamburd, Michele Ruth Year: 2008 Reviews the book "Juki Girls, Good Girls: Gender and Cultural Politics in Sri Lanka’s Global Garment Industry," by Caitrin Lynch Close

• 47. [Article] Novice Teachers’ Narratives of Seeing the Spectrum from a Lense of Social (In)Justice: Preservice’ Teachers’ Well-Remembered Events of Gender-based Pedagogical and Policing Practices in Elementary School Settings

  Despite very recent and hard-earned progress in national and state legislation explicitly prohibiting discrimination and bullying based on gender identity, expression, or sexual orientation, new teachers ...

  Citation × Citation Citation Abstract Copy Title: Novice Teachers’ Narratives of Seeing the Spectrum from a Lense of Social (In)Justice: Preservice’ Teachers’ Well-Remembered Events of Gender-based Pedagogical and Policing Practices in Elementary School Settings Author: Sugimoto, Amanda, Carter, Kathy Year: 2016 Despite very recent and hard-earned progress in national and state legislation explicitly prohibiting discrimination and bullying based on gender identity, expression, or sexual orientation, new teachers continue to report that their professional preparation programs do not adequately prepare them to address both the subtle and serious classroom-based bullying scenarios which routinely marginalize a particular group of students, those who identify as lesbian gay, bisexual, transgender, or questioning (LGBTQ) students (Jennings, 2007). To be sure, we, as a teacher education community, need to push forward in our work to develop socially just teacher education curriculum and tasks which prepare teachers to acknowledge the importance of the “in between” and nuanced life spaces of the students they will teach, the students who represent a spectrum of being between the symbolic gender binary of the letters X or Y. Fortunately, a number of recent research studies can be supportive of this goal. This growing body of research has begun carefully to provide evidence to help us understand that middle and high school classroom settings are situated places where harmful adolescent peer-policing toward the gender binary “X” or “Y” routinely occurs (GLSEN and Harris Interactive, 2012; Robinson & Espelage, 2001; Stoudt, 2006; Mora, 2012). Adding to these important lines of inquiry, very recent work (proposal authors, 2014, 2015) has made use of narrative methodology to explore and uncover the specific ways elementary schoolchildren interact with one another about the spectrum of gender identity and/or expression. In addition, this body of work has uncovered several recurring and thematic school-placed plot patterns of student humiliation and shame, e.g. lived-out school stories of student shame and sorrow which routinely occur as a result of gender policing. Yet even with these new and important lines of inquiry to propel us forward in our work toward socially just teacher preparation, much less is presently known about how preservice teachers’ perceive and interpret the everyday pedagogical practices of their mentor teachers as they daily interact and engage with students’ representative of a spectrum of gender identity and expression. The present study examines this important question through a careful and iterative analysis of the school-based narratives of a cadre of preservice teachers placed in elementary school settings with experienced and practicing teachers. Title: Novice Teachers’ Narratives of Seeing the Spectrum from a Lense of Social (In)Justice: Preservice’ Teachers’ Well-Remembered Events of Gender-based Pedagogical and Policing Practices in Elementary School Settings Author: Sugimoto, Amanda, Carter, Kathy Year: 2016 Despite very recent and hard-earned progress in national and state legislation explicitly prohibiting discrimination and bullying based on gender identity, expression, or sexual orientation, new teachers continue to report that their professional preparation programs do not adequately prepare them to address both the subtle and serious classroom-based bullying scenarios which routinely marginalize a particular group of students, those who identify as lesbian gay, bisexual, transgender, or questioning (LGBTQ) students (Jennings, 2007). To be sure, we, as a teacher education community, need to push forward in our work to develop socially just teacher education curriculum and tasks which prepare teachers to acknowledge the importance of the “in between” and nuanced life spaces of the students they will teach, the students who represent a spectrum of being between the symbolic gender binary of the letters X or Y. Fortunately, a number of recent research studies can be supportive of this goal. This growing body of research has begun carefully to provide evidence to help us understand that middle and high school classroom settings are situated places where harmful adolescent peer-policing toward the gender binary “X” or “Y” routinely occurs (GLSEN and Harris Interactive, 2012; Robinson & Espelage, 2001; Stoudt, 2006; Mora, 2012). Adding to these important lines of inquiry, very recent work (proposal authors, 2014, 2015) has made use of narrative methodology to explore and uncover the specific ways elementary schoolchildren interact with one another about the spectrum of gender identity and/or expression. In addition, this body of work has uncovered several recurring and thematic school-placed plot patterns of student humiliation and shame, e.g. lived-out school stories of student shame and sorrow which routinely occur as a result of gender policing. Yet even with these new and important lines of inquiry to propel us forward in our work toward socially just teacher preparation, much less is presently known about how preservice teachers’ perceive and interpret the everyday pedagogical practices of their mentor teachers as they daily interact and engage with students’ representative of a spectrum of gender identity and expression. The present study examines this important question through a careful and iterative analysis of the school-based narratives of a cadre of preservice teachers placed in elementary school settings with experienced and practicing teachers. Close

• 48. [Article] Comparisons in Parole Supervision: Assessing Gendered Responses to Technical Violation Sanctions

  Presentation focuses on the gender differences in community supervision and asks, "Is there a difference in how men and women respond to sanctions for technical violations?"

  Citation × Citation Citation Abstract Copy Title: Comparisons in Parole Supervision: Assessing Gendered Responses to Technical Violation Sanctions Author: Campbell, Christopher M., Labrecque, Ryan M., Mohler, Megan, Christmannn, Molly Year: 2017 Presentation focuses on the gender differences in community supervision and asks, "Is there a difference in how men and women respond to sanctions for technical violations?" Title: Comparisons in Parole Supervision: Assessing Gendered Responses to Technical Violation Sanctions Author: Campbell, Christopher M., Labrecque, Ryan M., Mohler, Megan, Christmannn, Molly Year: 2017 Presentation focuses on the gender differences in community supervision and asks, "Is there a difference in how men and women respond to sanctions for technical violations?" Close

• 49. [Article] Gender, Networking, and Transnationalism: a Case Study from Dakar, Senegal

  Nongovernmental organizations have become important actors and contributors to global governance as states have been superseded as the primary representatives of constituents. Many of the current studies ...

  Citation × Citation Citation Abstract Copy Title: Gender, Networking, and Transnationalism: a Case Study from Dakar, Senegal Author: Akin, Sarah Year: 2016 Nongovernmental organizations have become important actors and contributors to global governance as states have been superseded as the primary representatives of constituents. Many of the current studies on NGOs tend to focus on their abilities as institutions without actually studying the processes that occur in the work. The current trend in the literature is moving beyond a generalization of NGO work that provides binary accounts of success and failure, good and bad toward ethnographic approaches that study the processes of NGOs in time and space. It is argued that development NGOs, particularly those that work on issues of gender and women’s rights, are part of what Keck and Sikkink call "transnational advocacy networks" where a set of values and meaning are shared among various actors working on a particular issue. However, these networks are clearly defined and do not include sporadic, non-organized actors working with shared values within and beyond borders. Through a participant observation and data collected through semi-structured interviews, I analyze how a local women’s organization in Senegal works with globally and transnationally defined values to engage in gender activism and community-based work. I argue that Réseau Siggil Jigeen relies on diverse strategies and networks within and beyond its borders to engage in a process of collaborative communication, or rather translation, of constructs of gender and women’s rights into diverse local contexts to enhance the position of women’s socially, legally, and economically. As a result, these organizations work alongside a variety of actors committed to shared values of gender equality and women’s rights, which I argue are indicative of discursive transnational networks. Title: Gender, Networking, and Transnationalism: a Case Study from Dakar, Senegal Author: Akin, Sarah Year: 2016 Nongovernmental organizations have become important actors and contributors to global governance as states have been superseded as the primary representatives of constituents. Many of the current studies on NGOs tend to focus on their abilities as institutions without actually studying the processes that occur in the work. The current trend in the literature is moving beyond a generalization of NGO work that provides binary accounts of success and failure, good and bad toward ethnographic approaches that study the processes of NGOs in time and space. It is argued that development NGOs, particularly those that work on issues of gender and women’s rights, are part of what Keck and Sikkink call "transnational advocacy networks" where a set of values and meaning are shared among various actors working on a particular issue. However, these networks are clearly defined and do not include sporadic, non-organized actors working with shared values within and beyond borders. Through a participant observation and data collected through semi-structured interviews, I analyze how a local women’s organization in Senegal works with globally and transnationally defined values to engage in gender activism and community-based work. I argue that Réseau Siggil Jigeen relies on diverse strategies and networks within and beyond its borders to engage in a process of collaborative communication, or rather translation, of constructs of gender and women’s rights into diverse local contexts to enhance the position of women’s socially, legally, and economically. As a result, these organizations work alongside a variety of actors committed to shared values of gender equality and women’s rights, which I argue are indicative of discursive transnational networks. Close

• 50. [Article] Sound Effects: Age, Gender, and Sound Symbolism in American English

  This mixed-method study investigated the correlation of sound symbolic associations with age and gender by analyzing data from a national survey of 292 American English speakers. Subjects used 10 semantic ...

  Citation × Citation Citation Abstract Copy Title: Sound Effects: Age, Gender, and Sound Symbolism in American English Author: Krause, Timothy Allen Year: 2015 This mixed-method study investigated the correlation of sound symbolic associations with age and gender by analyzing data from a national survey of 292 American English speakers. Subjects used 10 semantic differential scales to rate six artificial brand names that targeted five phonemes. Subjects also described the potential products they imagined these artificial brand names to represent. Quantitative analysis alone provided insufficient evidence to conclude that age or gender affect sound symbolism in American English. While 26 out of 60 scales showed a monotonic shift among the means of the three age groups, only three were statistically significant. The evidence of differences between genders was similarly weak; only five scales out of 60 showed a statistically significant difference when comparing genders. Analysis of the qualitative data, however, suggested both monotonic generational shifts as well as generational blips in sound-symbolic associations. Of particular interest is the possible influence of pop culture, fashions, and fads, and society's shifting focus from broadcast to narrowcast media. The implications of this research are relevant for both theory (empirical evidence for iconicity in language) and application (e.g., devising brand names that communicate particular attributes to specific demographics). Title: Sound Effects: Age, Gender, and Sound Symbolism in American English Author: Krause, Timothy Allen Year: 2015 This mixed-method study investigated the correlation of sound symbolic associations with age and gender by analyzing data from a national survey of 292 American English speakers. Subjects used 10 semantic differential scales to rate six artificial brand names that targeted five phonemes. Subjects also described the potential products they imagined these artificial brand names to represent. Quantitative analysis alone provided insufficient evidence to conclude that age or gender affect sound symbolism in American English. While 26 out of 60 scales showed a monotonic shift among the means of the three age groups, only three were statistically significant. The evidence of differences between genders was similarly weak; only five scales out of 60 showed a statistically significant difference when comparing genders. Analysis of the qualitative data, however, suggested both monotonic generational shifts as well as generational blips in sound-symbolic associations. Of particular interest is the possible influence of pop culture, fashions, and fads, and society's shifting focus from broadcast to narrowcast media. The implications of this research are relevant for both theory (empirical evidence for iconicity in language) and application (e.g., devising brand names that communicate particular attributes to specific demographics). Close