Matching Items (5)
Description
Objective. Both the civic education literature and the political ambition literature leave a gap in addressing the impact of political science coursework on political ambition. I address this gap by specifying the relationships between civic education, political knowledge, and political ambition. Methods. I employ paired t tests, chi-square tests, and Fisher's exact probability tests on an original dataset of 174 paired pre- and post-test survey responses. My survey improves upon prior works in the ambition literature (Fox and Lawless 2013) by virtue of its field experiment design. Results. My findings indicate that political science coursework has a positive impact on political knowledge, but only among women, and that political science coursework has a negative impact (among women) on one of the most valid measures of political ambition—how likely one is to run for office in the future. Conclusions/Implications. The results have negative normative implications for those trying to use political education as an instrument to reduce the gender gap (see Lawless and Fox 2010, Fox and Lawless 2013) in political ambition. This suggests the need to explore further options for increasing political ambition, particularly among women.
ContributorsWiezel, Adi (Author) / Kittilson, Miki (Thesis advisor) / Fridkin, Kim (Committee member) / Woodall, Gina (Committee member) / Arizona State University (Publisher)
Created2014
Description
This interdisciplinary thesis examines the possible relationship between the public speaking experience for women and the gender gap in political ambition. First, a historical analysis of women public speakers ranging from the 1800s to the Suffragettes to female politicians in the 1900s reveals a pattern of female public speakers in politics receiving extreme criticism for their communicative behavior. The thesis then turns to the socialization of young girls, highlighting how gameplay in children translates into gendered communicative behavior in adult women. Next, an examination of the pedagogy of public speaking showcases how the public speaking experience is different for women than it is for men, and how public speaking traditionally is taught in a masculine style. Then, through a review of the literature on the gender gap in political ambition, it is seen that not only are women severely underrepresented in political office in the United States, but women have far less political ambition than men. And a case study of the 2008 presidential primaries and elections, highlighting modern women in politics, demonstrates that the few women who are politically ambitious in the 21st century face criticism that mirrors those faced by political women decades and centuries prior. Finally, the thesis offers possible solutions to changing the experience of women as public speakers and fostering political ambition in women.
ContributorsPatton, Ashley Crystal (Author) / Gruber, Diane (Thesis director) / Wentzel, Bonnie (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
Description
The purpose of this study is to first investigate the role of political socialization on young men and women and what motivates them to become politically active and make the ultimate decision to run for elected office. These effects include parental attitudes, exposure to political shows and news sources, participation in voluntary organizations, and overall community involvement. After understanding these direct and indirect effects of political socialization, I can attempt to explain the causes for the gender gap in political ambition \u2014 meaning that significantly more men are running for elected office compared to women.
ContributorsOsgood, Shannon Marie (Author) / Woodall, Gina (Thesis director) / Herrera, Richard (Committee member) / Barrett, The Honors College (Contributor) / College of Public Service and Community Solutions (Contributor) / School of Public Affairs (Contributor) / School of Politics and Global Studies (Contributor)
Created2015-05
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
Blending the theoretical foundations of gendered political socialization (Bos et. al 2021) with the distinct communication patterns observed between male and female justices on the United States Supreme Court (Schweers & Jacobi, 2017).– this participant observer study seeks to analyze the mechanisms of gendered communication within a unique population of men and women– law students. Throughout this study, I explore the mechanisms that dictate gendered ambition levels within a group of highly ambitious individuals. Additionally, I examine gendered communication patterns and the impact of digital safe spaces in the classroom setting. On the whole, I aim to investigate gendered communication levels within the microcosm of the law school environment to gain a more realistic and granular understanding of the interplay between ambition and gender in the field of law. Overall, I find that women are disproportionately interrupted by men in an attempt to maintain male hegemony, ultimately stifling female voices in the classroom. While the creation of safe spaces for women can begin to mitigate the negative downstream effects of interruption, womens’ ideas, and ultimately female agency, is negatively affected by repeated patterns of male behavior.
ContributorsAverill, Zoe (Author) / Lennon, Tara (Thesis director) / Woodall, Gina (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor)
Created2023-12