Pub Date : 2023-03-17DOI: 10.1017/S104909652300015X
A. Artiles, Joana Treneska, K. Fahey, Douglas B. Atkinson
ABSTRACT What influenced women to volunteer for service in the US military during World War II? Whereas previous literature focused on potential intrinsic and extrinsic individual-level motives, we consider the broader structural context that may have played a role in female volunteerism. We leverage original data containing information on all volunteers who served in the US Army during World War II, with detailed county-level economic, political, and demographic data, to explore patterns of female volunteerism in the military. Our findings suggest that racism and sexism played a role in female volunteerism in many parts of the country, which may have undermined the government’s goals of mobilizing the entire country in support of the war effort.
{"title":"Rosie the Riveter, Vera the Volunteer: Sexism, Racism, and Female Enlistment in World War II","authors":"A. Artiles, Joana Treneska, K. Fahey, Douglas B. Atkinson","doi":"10.1017/S104909652300015X","DOIUrl":"https://doi.org/10.1017/S104909652300015X","url":null,"abstract":"ABSTRACT What influenced women to volunteer for service in the US military during World War II? Whereas previous literature focused on potential intrinsic and extrinsic individual-level motives, we consider the broader structural context that may have played a role in female volunteerism. We leverage original data containing information on all volunteers who served in the US Army during World War II, with detailed county-level economic, political, and demographic data, to explore patterns of female volunteerism in the military. Our findings suggest that racism and sexism played a role in female volunteerism in many parts of the country, which may have undermined the government’s goals of mobilizing the entire country in support of the war effort.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"22 1","pages":"383 - 389"},"PeriodicalIF":3.3,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90936473","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 : 2023-03-15DOI: 10.1017/S1049096523000100
James C. Garand, Danhua Qi, Max Magaña
ABSTRACT This article reports new rankings of journal research productivity for PhD-granting political science departments during the past three decades. Using data on all authors and articles published in 19 leading general and subfield political science journals from 1990 to 2018, we compiled a count of department publications in these journals, weighted by the number of authors, department faculty size, and journal impact measures reported by Garand et al. (2009). We find that there is a discernible ranking of political science departments in terms of journal research productivity. The observed rankings are strongly but imperfectly related to the U.S. News & World Report (2022) reputational rankings of political science departments. We do find, however, that some political science departments have higher or lower levels of research productivity than would be suggested by their reputational rankings.
本文报告了过去三十年来授予博士学位的政治科学院系期刊研究生产力的最新排名。使用1990年至2018年在19种领先的一般和子领域政治学期刊上发表的所有作者和文章的数据，我们编制了这些期刊上的部门出版物数量，并按作者数量、部门教师规模和Garand等人(2009年)报告的期刊影响指标进行加权。我们发现，在期刊研究生产力方面，政治科学院系有一个明显的排名。观察到的排名与《美国新闻与世界报道》(U.S. News & World Report, 2022)的政治学系声誉排名密切相关，但不完全相关。然而，我们确实发现，一些政治科学院系的研究生产力水平高于或低于其声誉排名所显示的水平。
{"title":"Department Research Productivity in 19 Scholarly Political Science Journals (1990–2018)","authors":"James C. Garand, Danhua Qi, Max Magaña","doi":"10.1017/S1049096523000100","DOIUrl":"https://doi.org/10.1017/S1049096523000100","url":null,"abstract":"ABSTRACT This article reports new rankings of journal research productivity for PhD-granting political science departments during the past three decades. Using data on all authors and articles published in 19 leading general and subfield political science journals from 1990 to 2018, we compiled a count of department publications in these journals, weighted by the number of authors, department faculty size, and journal impact measures reported by Garand et al. (2009). We find that there is a discernible ranking of political science departments in terms of journal research productivity. The observed rankings are strongly but imperfectly related to the U.S. News & World Report (2022) reputational rankings of political science departments. We do find, however, that some political science departments have higher or lower levels of research productivity than would be suggested by their reputational rankings.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"76 1","pages":"417 - 429"},"PeriodicalIF":3.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82654921","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 : 2023-03-14DOI: 10.1017/S1049096523000161
Serrin Rutledge-Prior, Daniel Casey
ABSTRACT To what extent did the COVID-19 pandemic impact PhD candidates in political science? To what extent were their supervisors aware of this impact? PhD candidates in political science are not strangers to the lack of available and stable academic employment and the potentially isolating experience of research. Our survey of Australian PhD candidates in political science and international relations (N = 109) confirms that the COVID-19 pandemic exacerbated these preexisting challenges. By comparing political science PhD candidates and their supervisors in relation to their experiences during the pandemic, our survey also reveals that there has been a disconnect between the two groups relative to the former’s experience of COVID-19. Although supervisors recognize the stressors that candidates have faced, they are more likely than candidates to report that department support relative to pandemic-related challenges was available, and they appear to be somewhat unaware of the impact that COVID-19 has had on candidates’ career plans. The survey also reveals substantial disagreement between candidates and supervisors about perceived career-mentoring styles. These points of disconnect must be addressed to ensure the success and well-being of current and future PhD candidates.
{"title":"“An Isolating Experience Aggravated by COVID”: Exploring Disconnections Between Political Science PhD Candidates and Supervisors","authors":"Serrin Rutledge-Prior, Daniel Casey","doi":"10.1017/S1049096523000161","DOIUrl":"https://doi.org/10.1017/S1049096523000161","url":null,"abstract":"ABSTRACT To what extent did the COVID-19 pandemic impact PhD candidates in political science? To what extent were their supervisors aware of this impact? PhD candidates in political science are not strangers to the lack of available and stable academic employment and the potentially isolating experience of research. Our survey of Australian PhD candidates in political science and international relations (N = 109) confirms that the COVID-19 pandemic exacerbated these preexisting challenges. By comparing political science PhD candidates and their supervisors in relation to their experiences during the pandemic, our survey also reveals that there has been a disconnect between the two groups relative to the former’s experience of COVID-19. Although supervisors recognize the stressors that candidates have faced, they are more likely than candidates to report that department support relative to pandemic-related challenges was available, and they appear to be somewhat unaware of the impact that COVID-19 has had on candidates’ career plans. The survey also reveals substantial disagreement between candidates and supervisors about perceived career-mentoring styles. These points of disconnect must be addressed to ensure the success and well-being of current and future PhD candidates.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"28 1","pages":"357 - 364"},"PeriodicalIF":3.3,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83710434","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 : 2023-03-13DOI: 10.1017/S1049096523000070
Michelle E. Benedum, Sarah E. Brown, Tyler Garrett, S. Sokhey
ABSTRACT How can instructors best foster connections among students when learning is fully remote? This article describes a pedagogical experiment conducted in two large introductory political science courses at a large public university in the 2020–2021 academic year. We randomly assigned groups of students to different sets of instructions on how to study together remotely for an exam. Our strongest finding is that almost any effort by an instructor prompting students to work together helps students to feel more connected to one another; however, students often need to see and hear one another to feel connected. We find this to be tremendously encouraging—relatively easy interventions can result in significant improvements in learning.
{"title":"Learning Together: Experimental Evidence on Promoting Connections in Remote Classes","authors":"Michelle E. Benedum, Sarah E. Brown, Tyler Garrett, S. Sokhey","doi":"10.1017/S1049096523000070","DOIUrl":"https://doi.org/10.1017/S1049096523000070","url":null,"abstract":"ABSTRACT How can instructors best foster connections among students when learning is fully remote? This article describes a pedagogical experiment conducted in two large introductory political science courses at a large public university in the 2020–2021 academic year. We randomly assigned groups of students to different sets of instructions on how to study together remotely for an exam. Our strongest finding is that almost any effort by an instructor prompting students to work together helps students to feel more connected to one another; however, students often need to see and hear one another to feel connected. We find this to be tremendously encouraging—relatively easy interventions can result in significant improvements in learning.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"18 1","pages":"438 - 443"},"PeriodicalIF":3.3,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88916644","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 : 2023-03-13DOI: 10.1017/S1049096523000173
Natasha T. Duncan, Pablo Balcazar, D. González, Meron Tamene, R. Clawson
ABSTRACT High-impact educational practices benefit undergraduate students in a variety of ways. These opportunities include student–faculty research, study-abroad and study-away programs, and internships, among others. This study focuses on one type of these high-impact practices: research. Research experiences foster student engagement and success, and they especially matter for marginalized and minoritized students, who all too often are underrepresented in these experiences. This article discusses creating, implementing, and experiencing equity-minded research opportunities for students from three perspectives: department head, faculty mentor, and undergraduate participants.
{"title":"Creating, Implementing, and Experiencing Research Opportunities: A Focus on Diversity, Equity, and Inclusion","authors":"Natasha T. Duncan, Pablo Balcazar, D. González, Meron Tamene, R. Clawson","doi":"10.1017/S1049096523000173","DOIUrl":"https://doi.org/10.1017/S1049096523000173","url":null,"abstract":"ABSTRACT High-impact educational practices benefit undergraduate students in a variety of ways. These opportunities include student–faculty research, study-abroad and study-away programs, and internships, among others. This study focuses on one type of these high-impact practices: research. Research experiences foster student engagement and success, and they especially matter for marginalized and minoritized students, who all too often are underrepresented in these experiences. This article discusses creating, implementing, and experiencing equity-minded research opportunities for students from three perspectives: department head, faculty mentor, and undergraduate participants.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"12 3 1","pages":"499 - 505"},"PeriodicalIF":3.3,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77895627","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 : 2023-03-08DOI: 10.1017/S1049096523000094
Dana El Kurd, C. Hummel
ABSTRACT This article investigates the dynamics of discrimination in political science PhD programs with a survey of current political science graduate students in the top 50 departments. The study focuses on mentorship, funding, sexual harassment, racism, homophobia, and labor exploitation: 20% of respondents reported labor exploitation, 19% experienced racial discrimination, 9% reported sexual harassment, and 6% experienced homophobia. Discrimination is uneven across individuals; some groups of graduate students experience widespread discrimination, especially racial discrimination, whereas other groups are largely unaware of these issues. We conducted a survey experiment to gauge the impact of misconduct on formal reporting mechanisms and find that hearing about racial discrimination has a chilling effect on reporting. We find that experiencing discrimination harms how satisfied students are in their program. We find that factors linked to student vulnerability, such as international status and funding, are significantly associated with harassment and that reporting discrimination predicts more discrimination.
{"title":"Is Graduate School Worth It? Harassment and Graduate-Student Satisfaction in Political Science","authors":"Dana El Kurd, C. Hummel","doi":"10.1017/S1049096523000094","DOIUrl":"https://doi.org/10.1017/S1049096523000094","url":null,"abstract":"ABSTRACT This article investigates the dynamics of discrimination in political science PhD programs with a survey of current political science graduate students in the top 50 departments. The study focuses on mentorship, funding, sexual harassment, racism, homophobia, and labor exploitation: 20% of respondents reported labor exploitation, 19% experienced racial discrimination, 9% reported sexual harassment, and 6% experienced homophobia. Discrimination is uneven across individuals; some groups of graduate students experience widespread discrimination, especially racial discrimination, whereas other groups are largely unaware of these issues. We conducted a survey experiment to gauge the impact of misconduct on formal reporting mechanisms and find that hearing about racial discrimination has a chilling effect on reporting. We find that experiencing discrimination harms how satisfied students are in their program. We find that factors linked to student vulnerability, such as international status and funding, are significantly associated with harassment and that reporting discrimination predicts more discrimination.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"2012 1","pages":"411 - 416"},"PeriodicalIF":3.3,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86384933","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 : 2023-03-06DOI: 10.1017/S104909652300001X
Kelebogile Zvobgo, Paula M. Pickering, Jaime E. Settle, M. Tierney
ABSTRACT Undergraduate students today face a more demanding and competitive labor market than their parents’ generation. In response, some pursue double majors to signal breadth to potential employers and to improve their job prospects. Some students also realize that a strong signal of workplace readiness is acquiring in-demand skills through independent and collaborative research. In this article, four professors at an undergraduate-focused public university in the United States share their experiences working with undergraduate students on research, focusing on the “supply side” of student research training and mentoring. We discuss how institutions can support differently situated faculty members, who face different career incentives and constraints, to integrate undergraduates in their research. We also address the limits of what is possible for faculty‐student research and suggest ways to overcome them.
{"title":"Creating New Knowledge with Undergraduate Students: Institutional Incentives and Faculty Agency","authors":"Kelebogile Zvobgo, Paula M. Pickering, Jaime E. Settle, M. Tierney","doi":"10.1017/S104909652300001X","DOIUrl":"https://doi.org/10.1017/S104909652300001X","url":null,"abstract":"ABSTRACT Undergraduate students today face a more demanding and competitive labor market than their parents’ generation. In response, some pursue double majors to signal breadth to potential employers and to improve their job prospects. Some students also realize that a strong signal of workplace readiness is acquiring in-demand skills through independent and collaborative research. In this article, four professors at an undergraduate-focused public university in the United States share their experiences working with undergraduate students on research, focusing on the “supply side” of student research training and mentoring. We discuss how institutions can support differently situated faculty members, who face different career incentives and constraints, to integrate undergraduates in their research. We also address the limits of what is possible for faculty‐student research and suggest ways to overcome them.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"28 1","pages":"512 - 518"},"PeriodicalIF":3.3,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89434100","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 : 2023-03-02DOI: 10.1017/S1049096523000082
Efrén O. Pérez
ABSTRACT This article discusses the origins, metrics, and methods of UCLA’s Race, Ethnicity, Politics & Society Lab, which trains cadres of undergraduate researchers, many of whom are students of color. The article focuses intently on the connections between the professionalization of undergraduate researchers and the production of greater intellectual, racial, and gender diversity in a university setting. The article also provides a blueprint to steer undergraduate students toward producing peer-reviewed publications for major political science journals. Finally, specific strategies to initiate and sustain a research lab operation with undergraduate researchers in mind are offered.
{"title":"Scouting and Growing Diverse Undergraduate Talent: UCLA’s Race, Ethnicity, Politics & Society Lab","authors":"Efrén O. Pérez","doi":"10.1017/S1049096523000082","DOIUrl":"https://doi.org/10.1017/S1049096523000082","url":null,"abstract":"ABSTRACT This article discusses the origins, metrics, and methods of UCLA’s Race, Ethnicity, Politics & Society Lab, which trains cadres of undergraduate researchers, many of whom are students of color. The article focuses intently on the connections between the professionalization of undergraduate researchers and the production of greater intellectual, racial, and gender diversity in a university setting. The article also provides a blueprint to steer undergraduate students toward producing peer-reviewed publications for major political science journals. Finally, specific strategies to initiate and sustain a research lab operation with undergraduate researchers in mind are offered.","PeriodicalId":48096,"journal":{"name":"Ps-Political Science & Politics","volume":"19 1","pages":"519 - 524"},"PeriodicalIF":3.3,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90696928","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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