Pub Date : 2023-11-09DOI: 10.1017/s1049096523000938
Matt Lamb
ABSTRACT Civic education is essential to the health of any democracy. When COVID-19 emerged in the spring of 2020, almost all civic education efforts went online. This increased interest in the effectiveness of online civic education. Does it lead to similar outcomes as in-person education? I used student evaluations from a youth civic engagement conference co-run by Latinx and Asian American and Pacific Islander (AAPI) non-profit organizations to compare learning outcomes on multiple dimensions of civic education, from an in-person conference in 2019 and an online conference in 2020. I find that although students improved over the course of both conferences, the 2019 in-person conference yielded slightly greater improvement in civic knowledge confidence than the online conference. Other dimensions—verifiable knowledge, self-efficacy, and community consciousness—increased after participation in the conference in both years; however, the increases were similar between the online and in-person formats.
{"title":"Logging in to Learn: The Effects of Online Civic Education Pedagogy on a Latinx and AAPI Civic Engagement Youth Conference","authors":"Matt Lamb","doi":"10.1017/s1049096523000938","DOIUrl":"https://doi.org/10.1017/s1049096523000938","url":null,"abstract":"ABSTRACT Civic education is essential to the health of any democracy. When COVID-19 emerged in the spring of 2020, almost all civic education efforts went online. This increased interest in the effectiveness of online civic education. Does it lead to similar outcomes as in-person education? I used student evaluations from a youth civic engagement conference co-run by Latinx and Asian American and Pacific Islander (AAPI) non-profit organizations to compare learning outcomes on multiple dimensions of civic education, from an in-person conference in 2019 and an online conference in 2020. I find that although students improved over the course of both conferences, the 2019 in-person conference yielded slightly greater improvement in civic knowledge confidence than the online conference. Other dimensions—verifiable knowledge, self-efficacy, and community consciousness—increased after participation in the conference in both years; however, the increases were similar between the online and in-person formats.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1017/s1049096523000926
Richard L. Fox, Jennifer L. Lawless
ABSTRACT When we uncovered a large gender gap in political ambition in the early 2000s, our research highlighted how far the United States was from gender parity in politics. Given marked increases in women’s numeric representation throughout the past two decades, many might expect the gender gap in political ambition to have begun to close. Results from our new study of potential candidates, however, reveal that the magnitude of the gender gap is just as large 20 years later, and two primary explanations persist as well. We posit that even though candidate recruitment has propelled more women into electoral politics, patterns of traditional gender socialization persist. These dynamics, coupled with negative perceptions of how female candidates are treated, continue to depress women’s interest in elective office. As long as running for office is a more remote endeavor for women than men, women’s full political inclusion will remain a distant goal.
{"title":"The Invincible Gender Gap in Political Ambition","authors":"Richard L. Fox, Jennifer L. Lawless","doi":"10.1017/s1049096523000926","DOIUrl":"https://doi.org/10.1017/s1049096523000926","url":null,"abstract":"ABSTRACT When we uncovered a large gender gap in political ambition in the early 2000s, our research highlighted how far the United States was from gender parity in politics. Given marked increases in women’s numeric representation throughout the past two decades, many might expect the gender gap in political ambition to have begun to close. Results from our new study of potential candidates, however, reveal that the magnitude of the gender gap is just as large 20 years later, and two primary explanations persist as well. We posit that even though candidate recruitment has propelled more women into electoral politics, patterns of traditional gender socialization persist. These dynamics, coupled with negative perceptions of how female candidates are treated, continue to depress women’s interest in elective office. As long as running for office is a more remote endeavor for women than men, women’s full political inclusion will remain a distant goal.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1017/s1049096523000720
Carolyn E. Holmes, Meg K. Guliford, Mary Anne S. Mendoza-Davé, Michelle Jurkovich
ABSTRACT Descriptive research—work aimed at answering “who,” “what,” “when,” “where,” and “how” questions—is vital at every stage of social scientific inquiry. The creative and analytic process of description—through concepts, measures, or cases, whether in numeric or narrative form—is crucial for conducting research aimed at understanding politics in action. Yet, our field tends to devalue such work as “merely descriptive” (Gerring 2012), subsidiary to or less valuable than hypothesis-drive causal inference. This article posits four key areas in which description contributes to political science: in conceptualization, in policy relevance, in the management and leveraging of data, and in challenging entrenched biases and diversifying our field.
{"title":"A Case for Description","authors":"Carolyn E. Holmes, Meg K. Guliford, Mary Anne S. Mendoza-Davé, Michelle Jurkovich","doi":"10.1017/s1049096523000720","DOIUrl":"https://doi.org/10.1017/s1049096523000720","url":null,"abstract":"ABSTRACT Descriptive research—work aimed at answering “who,” “what,” “when,” “where,” and “how” questions—is vital at every stage of social scientific inquiry. The creative and analytic process of description—through concepts, measures, or cases, whether in numeric or narrative form—is crucial for conducting research aimed at understanding politics in action. Yet, our field tends to devalue such work as “merely descriptive” (Gerring 2012), subsidiary to or less valuable than hypothesis-drive causal inference. This article posits four key areas in which description contributes to political science: in conceptualization, in policy relevance, in the management and leveraging of data, and in challenging entrenched biases and diversifying our field.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1017/s104909652300094x
Mathew Y. H. Wong, Ying-Ho Kwong
{"title":"COVID-19 Direct Relief Payments and Political and Economic Attitudes among Tertiary Students: A Quasi-Experimental Study – CORRIGENDUM","authors":"Mathew Y. H. Wong, Ying-Ho Kwong","doi":"10.1017/s104909652300094x","DOIUrl":"https://doi.org/10.1017/s104909652300094x","url":null,"abstract":"","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1017/s1049096523000793
Anna Sampaio
ABSTRACT Drawing on interviews with Latina congressional members and candidates, this article examines the impacts of escalating political violence on their professional lives and political careers, as well as the implications for the growing body of women of color who are engaging in public service at the national level.
{"title":"Escalating Political Violence and the Intersectional Impacts on Latinas in National Politics","authors":"Anna Sampaio","doi":"10.1017/s1049096523000793","DOIUrl":"https://doi.org/10.1017/s1049096523000793","url":null,"abstract":"ABSTRACT Drawing on interviews with Latina congressional members and candidates, this article examines the impacts of escalating political violence on their professional lives and political careers, as well as the implications for the growing body of women of color who are engaging in public service at the national level.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135405365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1017/s1049096523000744
Benjamin Goehring
ABSTRACT Undergraduate research assistants (URAs) perform important roles in many political scientists’ research projects. They serve as coauthors, survey respondents, and data collectors. Despite these roles, there is relatively little discussion about how best to train and manage URAs who are working on a common task: content coding. Drawing on insights from psychology, text analysis, and business management, as well as my own experience in managing a team of nine URAs, this article argues that supervisors should train URAs by pushing them to engage with their own mistakes. Via a series of simulation exercises, I also argue that supervisors—especially supervisors of small teams—should be concerned about the effects of errant post-training coding on data quality. Therefore, I contend that supervisors should utilize computational tools to monitor URA reliability in real time. I provide researchers with a new R package, ura , and a web-based application to implement these suggestions.
{"title":"Improving Content Analysis: Tools for Working with Undergraduate Research Assistants","authors":"Benjamin Goehring","doi":"10.1017/s1049096523000744","DOIUrl":"https://doi.org/10.1017/s1049096523000744","url":null,"abstract":"ABSTRACT Undergraduate research assistants (URAs) perform important roles in many political scientists’ research projects. They serve as coauthors, survey respondents, and data collectors. Despite these roles, there is relatively little discussion about how best to train and manage URAs who are working on a common task: content coding. Drawing on insights from psychology, text analysis, and business management, as well as my own experience in managing a team of nine URAs, this article argues that supervisors should train URAs by pushing them to engage with their own mistakes. Via a series of simulation exercises, I also argue that supervisors—especially supervisors of small teams—should be concerned about the effects of errant post-training coding on data quality. Therefore, I contend that supervisors should utilize computational tools to monitor URA reliability in real time. I provide researchers with a new R package, ura , and a web-based application to implement these suggestions.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135895983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1017/s1049096523000501
Ankushi Mitra, Diana Kapiszewski, Thijs Kleinpaste, Lahra Smith
ABSTRACT As the political and social challenges facing the world multiply, the discipline of political science requires better tools and creative approaches advanced by a more diverse set of researchers. Yet the discipline has struggled to recruit and admit to graduate programs, and retain as faculty, women and underrepresented minorities. Many individual faculty, departments, and universities have developed innovative programs and sought to create structural changes to address these gaps. This article presents the approach taken by the Department of Government at Georgetown University: launching a week-long Political Science Predoctoral Summer Institute in 2022. We describe the Institute’s contours and structure, provide preliminary data on outcomes, and conclude by offering three ideas for expanding and advancing these types of initiatives across the discipline.
{"title":"Reflections on an Institutional Journey Toward Enhancing Diversity, Equity, and Inclusion in Political Science","authors":"Ankushi Mitra, Diana Kapiszewski, Thijs Kleinpaste, Lahra Smith","doi":"10.1017/s1049096523000501","DOIUrl":"https://doi.org/10.1017/s1049096523000501","url":null,"abstract":"ABSTRACT As the political and social challenges facing the world multiply, the discipline of political science requires better tools and creative approaches advanced by a more diverse set of researchers. Yet the discipline has struggled to recruit and admit to graduate programs, and retain as faculty, women and underrepresented minorities. Many individual faculty, departments, and universities have developed innovative programs and sought to create structural changes to address these gaps. This article presents the approach taken by the Department of Government at Georgetown University: launching a week-long Political Science Predoctoral Summer Institute in 2022. We describe the Institute’s contours and structure, provide preliminary data on outcomes, and conclude by offering three ideas for expanding and advancing these types of initiatives across the discipline.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1017/s1049096523000732
Aniket Kesari, Jae Yeon Kim, Sono Shah, Taylor Brown, Tiago Ventura, Tina Law
ABSTRACT Social scientists with data science skills increasingly are assuming positions as computational social scientists in academic and non-academic organizations. However, because computational social science (CSS) is still relatively new to the social sciences, it can feel like a hidden curriculum for many PhD students. To support social science PhD students, this article is an accessible guide to CSS training based on previous literature and our collective working experiences in academic, public-, and private-sector organizations. We contend that students should supplement their traditional social science training in research design and domain expertise with CSS training by focusing on three core areas: (1) learning data science skills, (2) building a portfolio that uses data science to answer social science questions, and (3) connecting with computational social scientists. We conclude with practical recommendations for departments and professional associations to better support PhD students.
{"title":"Training Computational Social Science PhD Students for Academic and Non-Academic Careers","authors":"Aniket Kesari, Jae Yeon Kim, Sono Shah, Taylor Brown, Tiago Ventura, Tina Law","doi":"10.1017/s1049096523000732","DOIUrl":"https://doi.org/10.1017/s1049096523000732","url":null,"abstract":"ABSTRACT Social scientists with data science skills increasingly are assuming positions as computational social scientists in academic and non-academic organizations. However, because computational social science (CSS) is still relatively new to the social sciences, it can feel like a hidden curriculum for many PhD students. To support social science PhD students, this article is an accessible guide to CSS training based on previous literature and our collective working experiences in academic, public-, and private-sector organizations. We contend that students should supplement their traditional social science training in research design and domain expertise with CSS training by focusing on three core areas: (1) learning data science skills, (2) building a portfolio that uses data science to answer social science questions, and (3) connecting with computational social scientists. We conclude with practical recommendations for departments and professional associations to better support PhD students.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1017/s1049096523000574
Sanjay Jeram
ABSTRACT This article introduces a bundle of active learning activities for an introductory undergraduate course in research methods. In particular, the activities aim to help students develop core knowledge and skills that provide a foundation for reading and conducting quantitative and qualitative research. Active learning is a pedagogical practice with well-established benefits such as better student attitudes and improved content comprehension and application. I build on this conventional wisdom by applying a student-centred evaluation method, demonstrating that students perceive active learning as an effective complement to traditional lecturing and assignments for learning core methodological topics in political science.
{"title":"Applying Active Learning in Undergraduate Research Methods","authors":"Sanjay Jeram","doi":"10.1017/s1049096523000574","DOIUrl":"https://doi.org/10.1017/s1049096523000574","url":null,"abstract":"ABSTRACT This article introduces a bundle of active learning activities for an introductory undergraduate course in research methods. In particular, the activities aim to help students develop core knowledge and skills that provide a foundation for reading and conducting quantitative and qualitative research. Active learning is a pedagogical practice with well-established benefits such as better student attitudes and improved content comprehension and application. I build on this conventional wisdom by applying a student-centred evaluation method, demonstrating that students perceive active learning as an effective complement to traditional lecturing and assignments for learning core methodological topics in political science.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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