Pub Date : 2023-04-18DOI: 10.1017/S1049096523000185
Mollie D. K. Carter
ABSTRACT The COVID-19 pandemic resulted in mask mandates on college campuses across the United States, and the reasons for disagreement with them by students in conservative regions are unknown. This study sought to explain the affective, behavioral, and cognitive (ABC) components of college students’ attitudes toward wearing a mask in the classroom according to the ABC model of attitude formation. Participants (N = 40) responded to eight open-ended, anonymous written interview prompts, which were coded and themed according to the grounded theory of qualitative research. Results indicated that cognitions about masking in general were varied, even among students in a predominantly conservative region. Participant cognitions about wearing a mask in the classroom ranged from the desire to protect self and others to discomfort and annoyance. Participants frequently reported experiences of negative affect while wearing a mask in the classroom, with perceived isolation reported as the most frequent issue related to negative affect. Participants frequently reported less classroom participation because of the mandate to wear a mask in the classroom, but they also frequently reported that they complied despite the cognitive and affective problems due to their desire to obey, social responsibility, and values regarding the care of others.
{"title":"The Social Psychology of Masking Among Undergraduates in a Predominantly Conservative Region","authors":"Mollie D. K. Carter","doi":"10.1017/S1049096523000185","DOIUrl":"https://doi.org/10.1017/S1049096523000185","url":null,"abstract":"ABSTRACT The COVID-19 pandemic resulted in mask mandates on college campuses across the United States, and the reasons for disagreement with them by students in conservative regions are unknown. This study sought to explain the affective, behavioral, and cognitive (ABC) components of college students’ attitudes toward wearing a mask in the classroom according to the ABC model of attitude formation. Participants (N = 40) responded to eight open-ended, anonymous written interview prompts, which were coded and themed according to the grounded theory of qualitative research. Results indicated that cognitions about masking in general were varied, even among students in a predominantly conservative region. Participant cognitions about wearing a mask in the classroom ranged from the desire to protect self and others to discomfort and annoyance. Participants frequently reported experiences of negative affect while wearing a mask in the classroom, with perceived isolation reported as the most frequent issue related to negative affect. Participants frequently reported less classroom participation because of the mandate to wear a mask in the classroom, but they also frequently reported that they complied despite the cognitive and affective problems due to their desire to obey, social responsibility, and values regarding the care of others.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83951880","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 : 2023-04-06DOI: 10.1017/S1049096523000239
Vincent Arel‐Bundock, Joshua McCrain
ABSTRACT Political scientists rely on complex software to conduct research, and much of the software they use is written and distributed for free by other researchers. This article contends that creating and maintaining these public goods is costly for individual software developers but that it is not adequately incentivized by the academic community. We demonstrate that statistical software is used widely but rarely cited in political science, and we highlight a partial solution to this problem: software bibliographies. To facilitate their creation, we introduce softbib, an R package that scans analysis scripts, detects the software used in those scripts, and automatically creates bibliographies. We hope that recognizing the contribution of software developers to science will encourage more scholars to create public goods, which could yield important downstream benefits.
{"title":"Software Citations in Political Science","authors":"Vincent Arel‐Bundock, Joshua McCrain","doi":"10.1017/S1049096523000239","DOIUrl":"https://doi.org/10.1017/S1049096523000239","url":null,"abstract":"ABSTRACT Political scientists rely on complex software to conduct research, and much of the software they use is written and distributed for free by other researchers. This article contends that creating and maintaining these public goods is costly for individual software developers but that it is not adequately incentivized by the academic community. We demonstrate that statistical software is used widely but rarely cited in political science, and we highlight a partial solution to this problem: software bibliographies. To facilitate their creation, we introduce softbib, an R package that scans analysis scripts, detects the software used in those scripts, and automatically creates bibliographies. We hope that recognizing the contribution of software developers to science will encourage more scholars to create public goods, which could yield important downstream benefits.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83614619","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 : 2023-04-03DOI: 10.1017/s1049096523000264
Dana El Kurd, Calla Hummel
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.
{"title":"Is Graduate School Worth It? Harassment and Graduate Student Satisfaction in Political Science – CORRIGENDUM","authors":"Dana El Kurd, Calla Hummel","doi":"10.1017/s1049096523000264","DOIUrl":"https://doi.org/10.1017/s1049096523000264","url":null,"abstract":"An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135465667","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 : 2023-03-29DOI: 10.1017/S1049096523000112
Frances S. Berry
It is quite an honor to be selected for this John Gaus Award Lecture by a committee of my peers. I want to thank my husband, Bill Berry—my partner for 48 years and sometimes coauthor—and certainly my children, Katie Berry and David Berry, who have diverted my attention from policy studies for 35 years now and made life much more enjoyable by their personalities. I especially want to thank my many coauthors who have kept research and writing an engaging endeavor while we have developed friendships that will last a lifetime.
{"title":"Finding Common Ground: Innovation and Diffusion across Political Science and Public Management Research","authors":"Frances S. Berry","doi":"10.1017/S1049096523000112","DOIUrl":"https://doi.org/10.1017/S1049096523000112","url":null,"abstract":"It is quite an honor to be selected for this John Gaus Award Lecture by a committee of my peers. I want to thank my husband, Bill Berry—my partner for 48 years and sometimes coauthor—and certainly my children, Katie Berry and David Berry, who have diverted my attention from policy studies for 35 years now and made life much more enjoyable by their personalities. I especially want to thank my many coauthors who have kept research and writing an engaging endeavor while we have developed friendships that will last a lifetime.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84257889","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 : 2023-03-29DOI: 10.1017/S1049096523000252
Angela R. Pashayan, E. S. Kehlenbach, Huei-Jyun Ye, Grace B. Mueller, Charmaine N. Willis
ABSTRACT Committees from the American Political Science Association (APSA) on the status of graduate students in political science conducted digital surveys in 2018, 2020, and 2022. Distributed using listservs from APSA, the surveys asked about a range of realities facing graduate students including employment opportunities, industry or academic support, and overall well-being. Analysis of the data pre-, during-, and post-pandemic revealed high anxiety in 2018 as part of students’ experience looking for jobs. By 2020 and 2022, anxiety worsened, such that the well-being of graduate students in political science should be addressed. We recommend a change in the structure of graduate academic programs to include stronger institutional support and an emphasis on alternative paths for work that does not entail teaching at an academic institution.
{"title":"The Realities Facing Graduate Students: Before, During, and After the 2020 COVID-19 Pandemic","authors":"Angela R. Pashayan, E. S. Kehlenbach, Huei-Jyun Ye, Grace B. Mueller, Charmaine N. Willis","doi":"10.1017/S1049096523000252","DOIUrl":"https://doi.org/10.1017/S1049096523000252","url":null,"abstract":"ABSTRACT Committees from the American Political Science Association (APSA) on the status of graduate students in political science conducted digital surveys in 2018, 2020, and 2022. Distributed using listservs from APSA, the surveys asked about a range of realities facing graduate students including employment opportunities, industry or academic support, and overall well-being. Analysis of the data pre-, during-, and post-pandemic revealed high anxiety in 2018 as part of students’ experience looking for jobs. By 2020 and 2022, anxiety worsened, such that the well-being of graduate students in political science should be addressed. We recommend a change in the structure of graduate academic programs to include stronger institutional support and an emphasis on alternative paths for work that does not entail teaching at an academic institution.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81884483","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 : 2023-03-29DOI: 10.1017/S1049096523000215
Zabdi R. Velásquez, Jasmine Esmail, Harry Stoltz, Fulya Felicity Turkmen, Owura Kuffuor, John Burnett, Naia Pizarro, Kimberly Aguilar, Allison Wang, Alex Kozak, Eun-A Park, K. Dionne
ABSTRACT This study examines undergraduate research experiences at a minority-serving institution (MSI) in a political science laboratory. Students contributed to projects in a collaborative research lab at the University of California Riverside that involves undergraduate and graduate students in projects related to health and politics. Adopting a participatory approach to research, the study’s research participants also are coauthors who co-created the research protocols; collected the data; transcribed, coded, and analyzed the data; and wrote up the findings. Our analysis of 12 in-depth interviews with current and former undergraduate research assistants (RAs) found that their work in the lab challenged their perceptions of what research is and what it means to do research; shaped their path to pursue graduate studies; developed their social and professional skills; and offered an inclusive and humanizing experience with graduate students and faculty members. Challenges that the RAs mentioned included time management, bureaucratic accounting and payroll procedures, and feelings of self-doubt; the lab’s culture of inclusion and independence mitigated some of these challenges. Our findings align with the scholarly literature that suggests collaborative research opportunities can have beneficial outcomes, particularly for students from groups that are underrepresented in doctoral programs.
{"title":"Undergraduates and Political Science Research: Insights from Research Assistants in a Minority-Serving Institution Lab","authors":"Zabdi R. Velásquez, Jasmine Esmail, Harry Stoltz, Fulya Felicity Turkmen, Owura Kuffuor, John Burnett, Naia Pizarro, Kimberly Aguilar, Allison Wang, Alex Kozak, Eun-A Park, K. Dionne","doi":"10.1017/S1049096523000215","DOIUrl":"https://doi.org/10.1017/S1049096523000215","url":null,"abstract":"ABSTRACT This study examines undergraduate research experiences at a minority-serving institution (MSI) in a political science laboratory. Students contributed to projects in a collaborative research lab at the University of California Riverside that involves undergraduate and graduate students in projects related to health and politics. Adopting a participatory approach to research, the study’s research participants also are coauthors who co-created the research protocols; collected the data; transcribed, coded, and analyzed the data; and wrote up the findings. Our analysis of 12 in-depth interviews with current and former undergraduate research assistants (RAs) found that their work in the lab challenged their perceptions of what research is and what it means to do research; shaped their path to pursue graduate studies; developed their social and professional skills; and offered an inclusive and humanizing experience with graduate students and faculty members. Challenges that the RAs mentioned included time management, bureaucratic accounting and payroll procedures, and feelings of self-doubt; the lab’s culture of inclusion and independence mitigated some of these challenges. Our findings align with the scholarly literature that suggests collaborative research opportunities can have beneficial outcomes, particularly for students from groups that are underrepresented in doctoral programs.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89164745","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 : 2023-03-29DOI: 10.1017/S1049096523000148
Daniel Kryder, J. Morgan, Anja Parish
ABSTRACT This case study reviews a social movement course that centered on a 10-week simulation of a contemporary contentious event in Washington, DC, involving six movement organizations and four police agencies. To our knowledge, it is the first classroom simulation of a Trump-era police–protester contentious episode or of any political science simulation that places an episode of insurrection in the contemporary United States. Three goals animated this project: (1) promote learning concerning extra-institutional political conflict in the American case; (2) combine scholarship and role playing to explore the dynamic interaction of movement, countermovement, and enforcement organizations; and (3) teach the complex relationship between social science theory and political practice in an engaging way. Students used theoretical frameworks drawn from the literature to assess and develop protest capacity and repertoires for their assigned organization and chose strategic goals and tactical means to attempt to generate political leverage. Student organizations made concurrent “moves” and instructors iteratively developed the contentious episode. This article discusses the results of students’ evaluations of the simulation. In addition to extensive online appendices, it provides a detailed explanation and design for instructors who are considering a similar approach.
{"title":"Teaching Social Movements with a Sustained Simulation of Police–Protester Contention: The Hypothetical Case of the Contested Election of 2024","authors":"Daniel Kryder, J. Morgan, Anja Parish","doi":"10.1017/S1049096523000148","DOIUrl":"https://doi.org/10.1017/S1049096523000148","url":null,"abstract":"ABSTRACT This case study reviews a social movement course that centered on a 10-week simulation of a contemporary contentious event in Washington, DC, involving six movement organizations and four police agencies. To our knowledge, it is the first classroom simulation of a Trump-era police–protester contentious episode or of any political science simulation that places an episode of insurrection in the contemporary United States. Three goals animated this project: (1) promote learning concerning extra-institutional political conflict in the American case; (2) combine scholarship and role playing to explore the dynamic interaction of movement, countermovement, and enforcement organizations; and (3) teach the complex relationship between social science theory and political practice in an engaging way. Students used theoretical frameworks drawn from the literature to assess and develop protest capacity and repertoires for their assigned organization and chose strategic goals and tactical means to attempt to generate political leverage. Student organizations made concurrent “moves” and instructors iteratively developed the contentious episode. This article discusses the results of students’ evaluations of the simulation. In addition to extensive online appendices, it provides a detailed explanation and design for instructors who are considering a similar approach.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75492350","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 : 2023-03-27DOI: 10.1017/S1049096523000227
Mahmoud Farag
ABSTRACT Research-based learning adopts a “learning-by-doing” approach toward teaching research. This article documents the experience of publishing a coauthored article with undergraduate students that grew out of a research-based–learning course at Humboldt University of Berlin, Germany. In particular, I reflect on the opportunities and challenges of engaging undergraduate students in research. The article demonstrates that research-based–learning courses must maintain a balance between the research process and research output. Too much focus on output overlooks students’ need to gain substantive knowledge, and the exclusive emphasis on the research process might reduce their motivation. Generally, students appreciate the autonomy and horizontality of relationships in research-based learning. Furthermore, the article shows that the knowledge and skills gained by students through research-based–learning courses facilitate their engagement in follow-up research projects, thereby paving the way for publishing research.
研究性学习采用“边做边学”的教学研究方法。本文记录了在德国柏林洪堡大学(Humboldt University of Berlin)的一门基于研究的学习课程中，我与本科生共同撰写了一篇文章。特别是，我思考了让本科生参与研究的机遇和挑战。本文论证了研究性学习课程必须保持研究过程与研究成果之间的平衡。过于关注输出忽略了学生获得实质性知识的需要，而只强调研究过程可能会降低他们的动力。一般来说，学生欣赏研究性学习中关系的自主性和横向性。此外，本文还表明，学生通过研究性学习课程获得的知识和技能有助于他们参与后续的研究项目，从而为出版研究铺平道路。
{"title":"From Research-Based Learning to Research Output: Lessons from an Undergraduate Course in Germany","authors":"Mahmoud Farag","doi":"10.1017/S1049096523000227","DOIUrl":"https://doi.org/10.1017/S1049096523000227","url":null,"abstract":"ABSTRACT Research-based learning adopts a “learning-by-doing” approach toward teaching research. This article documents the experience of publishing a coauthored article with undergraduate students that grew out of a research-based–learning course at Humboldt University of Berlin, Germany. In particular, I reflect on the opportunities and challenges of engaging undergraduate students in research. The article demonstrates that research-based–learning courses must maintain a balance between the research process and research output. Too much focus on output overlooks students’ need to gain substantive knowledge, and the exclusive emphasis on the research process might reduce their motivation. Generally, students appreciate the autonomy and horizontality of relationships in research-based learning. Furthermore, the article shows that the knowledge and skills gained by students through research-based–learning courses facilitate their engagement in follow-up research projects, thereby paving the way for publishing research.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81659406","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 : 2023-03-23DOI: 10.1017/S1049096523000033
Bree Bang Jensen, Bernadette Bresee, Sarah K. Dreier, Ramin Farrokhi, E. K. Gade, Willa Jeffers, Marcella H. Morris, Charitra S. Pabbaraju, Kayla Salehian, Ava Sharifi, Arica Schuett, Chonlawit Sirikupt, Emily Thomas, Danielle Villa
ABSTRACT Both undergraduate students and faculty members face a challenging job market that requires innovative approaches to skill development and research products. Moreover, entrenched approaches to research and education reinforce traditional hierarchies, exclusionary norms, and exploitative practices. This article describes a lab-based pedagogical framework designed to support faculty research goals and student learning and, simultaneously, to attenuate patterns of historical exclusion. This approach leverages evidence-based best practices from experiential education, team-based workflows, an understanding of servant leadership, and “whole-person”–style mentorship models. We find that these tools advance faculty research goals (in terms of both quality and productivity), support student learning in ways beyond traditional undergraduate coursework, and disrupt patterns of historical exclusion. We provide qualitative evidence to support our model and discuss the hurdles and challenges still to be overcome.
{"title":"The Lab as a Classroom: Advancing Faculty Research Through Undergraduate Experiential Education","authors":"Bree Bang Jensen, Bernadette Bresee, Sarah K. Dreier, Ramin Farrokhi, E. K. Gade, Willa Jeffers, Marcella H. Morris, Charitra S. Pabbaraju, Kayla Salehian, Ava Sharifi, Arica Schuett, Chonlawit Sirikupt, Emily Thomas, Danielle Villa","doi":"10.1017/S1049096523000033","DOIUrl":"https://doi.org/10.1017/S1049096523000033","url":null,"abstract":"ABSTRACT Both undergraduate students and faculty members face a challenging job market that requires innovative approaches to skill development and research products. Moreover, entrenched approaches to research and education reinforce traditional hierarchies, exclusionary norms, and exploitative practices. This article describes a lab-based pedagogical framework designed to support faculty research goals and student learning and, simultaneously, to attenuate patterns of historical exclusion. This approach leverages evidence-based best practices from experiential education, team-based workflows, an understanding of servant leadership, and “whole-person”–style mentorship models. We find that these tools advance faculty research goals (in terms of both quality and productivity), support student learning in ways beyond traditional undergraduate coursework, and disrupt patterns of historical exclusion. We provide qualitative evidence to support our model and discuss the hurdles and challenges still to be overcome.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76798811","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 : 2023-03-20DOI: 10.1017/S1049096523000203
Joseph Yi, Jiwon Shin, Anastasiya Buchok, Sukhee Han
ABSTRACT In South Korea, government regulations constrain the resources of higher (tertiary) education, especially non-STEM (science, technology, engineering, and mathematics) departments. Resource constraints, in turn, reinforce a culturally Confucian hierarchy that restricts the participation of lower-rank members (e.g., high school and undergraduate students). This more-regulated, formal-education sector does not reflect the increasingly diverse cultural preferences (e.g., utilitarian and expressive) of Korean students. Many students, acting as consumers, exit to alternative sectors, including formal-educational institutions abroad and informal, private supplemental education at home, which offer more student research opportunities. This article develops and illustrates three theoretical propositions with relevant literature and secondary data as well as participant observations and interviews with Korea-based students. Arguably, our propositions and findings are relevant to other countries with gaps between formal education and consumer preferences and with consumer exit options.
{"title":"Student Research Participation in South Korea","authors":"Joseph Yi, Jiwon Shin, Anastasiya Buchok, Sukhee Han","doi":"10.1017/S1049096523000203","DOIUrl":"https://doi.org/10.1017/S1049096523000203","url":null,"abstract":"ABSTRACT In South Korea, government regulations constrain the resources of higher (tertiary) education, especially non-STEM (science, technology, engineering, and mathematics) departments. Resource constraints, in turn, reinforce a culturally Confucian hierarchy that restricts the participation of lower-rank members (e.g., high school and undergraduate students). This more-regulated, formal-education sector does not reflect the increasingly diverse cultural preferences (e.g., utilitarian and expressive) of Korean students. Many students, acting as consumers, exit to alternative sectors, including formal-educational institutions abroad and informal, private supplemental education at home, which offer more student research opportunities. This article develops and illustrates three theoretical propositions with relevant literature and secondary data as well as participant observations and interviews with Korea-based students. Arguably, our propositions and findings are relevant to other countries with gaps between formal education and consumer preferences and with consumer exit options.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80331065","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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