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- All Subjects: Education
- All Subjects: Women
- Creators: School of Politics and Global Studies
Description
This study asks the question: does gender-based discrimination exists within Arizona State University's Army Reserve Officer Training Corps (ROTC), and if so, what are the effects of such discrimination? Within this study, discrimination is defined as: the treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs, rather than on individual merit. The researcher predicted that this study would show that gender-based discrimination operates within the masculine military culture of Army ROTC at ASU, resulting from women's hyper-visibility and evidenced by their lack of positive recognition and disbelief in having a voice in the program. These expectations were based on background research claiming that the token status of women in military roles causes them to be more heavily scrutinized, and they consequentially try to attain success by adapting to the masculine military culture by which they are constantly measured. For the purposes of this study, success is defined as: the attainment of wealth, favor, or eminence . This study relies on exploratory interviews and an online survey conducted with male and female Army ROTC cadets of all grade levels at Arizona State University. The interviews and survey collected demographic information and perspectives on individual experiences to establish an understanding of privilege and marginalization within the program. These results do support the prediction that women in Army ROTC at ASU face discrimination based on their unique visibility and lack of positive recognition and voice in the program. Likewise, the survey results indicate that race also has a significant impact on one's experience in Army ROTC, which is discussed later in this study in regard to needs for future research. ASU Army ROTC includes approximately 100 cadets, and approximately 30-40 of those cadets participated in this study. Additionally, the University of Arizona and the Northern Arizona University Army ROTC programs were invited to participate in this study and declined to do so, which would have offered a greater sample population. Nonetheless, the results of this research will be useful for analysis and further discussion of gender-equality in Army ROTC at Arizona State University.
ContributorsAllemang, Lindsey Ann (Author) / Wood, Reed (Thesis director) / Switzer, Heather (Committee member) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In Arizona's early history, Females garnered more independence than most other women in the United States because they were forced to build a completely new life in settlements with little to no infrastructure. Now, Arizona has achieved a level of equality that no other state has yet to achieve in regard to gender representation. Yet, we have yet to achieve total equity. This paper looks to analyze responses that female senators from the Arizona State Legislature gave while being interviewed by the author. With questions derived from previous research conducted on women in politics at the state and federal level, this paper will delve into the personal experiences of six female senators. Although their personal narratives differ, their stories seem to reflect a collective tie that unites the female members together, beyond party allegiance. Each of the responses given by the senators had some aspects that showed trends supporting the majority of the hypotheses. Moving forward, in order to achieve 50% equality, two more senators would need to be elected and replace male senators.
ContributorsMacdonald, James Nicholson (Author) / Woodall, Gina (Thesis director) / Lyon, Jenna (Committee member) / School of Politics and Global Studies (Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
What is known about the lives, and especially the private lives, of English women in the early modern era is not at all satisfactory in terms of sources, scope, or understanding. Because the act of writing and reading was already exclusive to the upper classes, what sources do survive are not representative of the majority of the female population, leading to more speculation on behalf of historians. The sources which do survive, by and large focus on the role of religion and spirituality in a woman's life, since it was the most acceptable reason for an early modern woman to be writing about. However, I hoped to prove how women were interested in more than just self-improvement through religious devotion, thereby demonstrating that early modern English women were as complex and rich in personality and interests as a modern woman might consider herself to be. After a brief introduction and explanation of the research process, this project then begins to individually analyze the three women who were chosen for study based on their mutual practice of keeping a diary during their lives in early modern England. These women were Elizabeth Freke, Lady Sarah Cowper, and Mary, Countess Cowper, all of whom operated within the feminine social hierarchy during this period, but each of whom demonstrated a particular interest beyond that of marriage and family, including economics, religion, and politics. I believe that each woman analyzed proved how unique and varied the lives of early modern English women were through their writings.
ContributorsVetterl, Victoria Lee (Author) / Warnicke, Retha (Thesis director) / Looser, Devoney (Committee member) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Congress has grown increasingly partisan since the 1970's, with the most extreme levels of partisanship occurring in the last few years. The media has also reflected on the loss of bipartisanship in Congress. However, the media often cites women as one of the last groups in the Senate willing to cross party lines. I analyze party unity scores from 1993-2013 to see if women senators are less partisan than their male counterparts, and if Democratic women senators are more or less partisan than Republican women senators. From these results, I find that Republican female senators are less partisan than Republican male senators and Democratic senators of either gender. I also find Democratic female senators are more partisan than Republican female senators, and just as partisan or more partisan than Democratic male senators. However, when analyzed through co-sponsorship data from 2009-2015, women senators are seen as more bipartisan than men. Finally, through anecdotal research, I find that both Republican and Democratic men and women in the Senate believe women legislate differently than men and view them as more willing to find common ground. I also find Republican and Democratic women of the Senate have shared experiences that lead them to forge bipartisan relationships that could lead them to work in a more bipartisan way. An interview with former Senator Olympia Snowe reveals that she believes women are results oriented and willing to work together on a range of issues, and especially those that benefit women.
ContributorsBennett, Linnea Christine (Author) / Woodall, Gina (Thesis director) / Lennon, Tara (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor)
Created2015-05
Description
We, a team of students and faculty in the life sciences at Arizona State University (ASU), currently teach an Introduction to Biology course in a Level 5, or maximum-security unit with the support of the Arizona Department of Corrections and the Prison Education Program at ASU. This course aims to enhance current programs at the unit by offering inmates an opportunity to practice literacy and math skills, while also providing exposure to a new academic field (science, and specifically biology). Numerous studies, including a 2005 study from the Arizona Department of Corrections (ADC), have found that vocational programs, including prison education programs, reduce recidivism rates (ADC 2005, Esperian 2010, Jancic 1988, Steurer et al. 2001, Ubic 2002) and may provide additional benefits such as engagement with a world outside the justice system (Duguid 1992), the opportunity for inmates to revise personal patterns of rejecting education that they may regret, and the ability of inmate parents to deliberately set a good example for their children (Hall and Killacky 2008). Teaching in a maximum security prison unit poses special challenges, which include a prohibition on most outside materials (except paper), severe restrictions on student-teacher and student-student interactions, and the inability to perform any lab exercises except limited computer simulations. Lack of literature discussing theoretical and practical aspects of teaching science in such environment has prompted us to conduct an ongoing study to generate notes and recommendations from this class through the use of surveys, academic evaluation of students' work and ongoing feedback from both teachers and students to inform teaching practices in future science classes in high-security prison units.
ContributorsLarson, Anika Jade (Author) / Mor, Tsafrir (Thesis director) / Brownell, Sara (Committee member) / Lockard, Joe (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of Life Sciences (Contributor)
Created2015-05
Description
This thesis comparatively examines the percentage of women who have been appointed to federal level Cabinet positions in the United States and Canada between 1980 and 2010. The thesis will first explain the differences in the nation's democratic systems -- presidential and parliamentarian -- to contextualize how each nation elects federal representatives coupled with their process of appointing individuals to Cabinet positions per administration. Then the thesis will briefly explain the basis of the political parties that have been active in each country alongside their prominent ideals, in an effort to understand the impact it has had on the number of women elected to federal positions. Finally, the research will focus on the number of women appointed to Cabinet to demonstrate how an increase in the amount of political parties, creates more competition between political parties, in turn allowing for a higher number of women to be elected as well as appointed to federal positions. In conclusion, the research suggests that liberal party's push forth more women to federal level positions in both countries. Coupled with the fact that the increase in the amount of office holding parties increases competition between parties and increases the number of women appointed to Cabinet.
ContributorsOkula, Victoria (Author) / Shair-Rosenfield, Sarah (Thesis director) / Kittilson, Miki (Committee member) / Department of English (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
While women constitute a majority of the U.S. population, they still make up only a minority of political officeholders. Some of the literature in political ambition argues that one of the reasons for the dearth of women in elective office is that women are less socialized than men to want to run for political office. The same literature suggests that such disparity can be traced back to high school. This exploratory paper examines the possibility that the disparity may be due, at least in part, to the different ways in which men and women are represented in civics textbooks. Specifically, because some works already suggest that women are less represented than men in civics textbooks, this work examines whether there are any differences between the way that regular and AP civics textbooks represent men and women. This was done using content analysis on AP and regular textbooks from three schools each from different districts in the state of Arizona. The findings from the content analyses were consistent with the first three hypotheses: that (1) the AP civics textbooks have a higher percentage of women than do the regular civics textbooks, (2) the AP civics textbooks devote a higher percentage of pages to women’s names than do the regular civic textbooks, and that (3) that both the AP and regular civics textbooks discuss women and men with a neutral tone. However, findings were not consistent with the fourth hypothesis, (4) that there will be more female role models among the top mentioned women in AP textbooks than there will be role models among the top mentioned women in regular textbooks. The manifest content analysis revealed that the percent of women mentioned in the AP textbooks sampled was 2.8 to 3 times higher than that of regular textbooks. That ratio increased to 4 to 4.5 times when the percent of pages mentioning women were taken into account. The latent content analysis, which assessed the tone of each sentence, revealed that men and women were generally treated neutrally when compared with one another in all of the textbooks studied—thus strengthening the substantive significance of the aforementioned ratios. Further analyses conducted for Hypothesis 4, however, revealed that in the regular and AP textbooks studied, female role models were mentioned both less often and less strongly than were male role models.
ContributorsWiezel, Adi (Author) / Fridkin, Kim (Thesis director) / Woodall, Gina (Committee member) / Walker, Stephen (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor)
Created2013-05
Description
Japanese animated film director Hayao Miyazaki is famous for his numerous film featuring female protagonists. These protagonists have been examined for their conformance and deviance with regard to widespread stereotypes of masculine and feminine traits. Miyazaki's female characters tend to exhibit nuanced and varied traits, with a balance of traditionally masculine and feminine characteristics. They also tend to demonstrate and moralize on larger social issues such as environmentalism and gender equality, advancing ideals for both Japanese and Western feminism. The status of these female protagonists as cultural icons is contrary to wider film trends that exclude women from the spotlight except when they conform to rigid gender roles.
ContributorsNevitt, Stephanie Nicole (Author) / Facinelli, Diane (Thesis director) / Creamer, John (Committee member) / Whitesman, Linda (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor)
Created2013-05
DescriptionThis project largely focuses on the Latino population and how Hispanic parents should become more involved with their student's education in order to have them prosper in today's society.
ContributorsSanchez Ruiz, Dorian Nazaret (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05