Browsing by Subject "Gender representation"

Now showing 1 - 2 of 2
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    Intergovernmental Representation at Different Levels of Government: The Effect of Gender Representation
    (Wiley, 2022) Park, Sanghee; Charles Mwihambi, Yesse
    This study examines whether and where bureaucratic representation occurs within the bureaucratic hierarchy and how intergovernmental representation contributes to government efforts to reduce social disparities and improve gender-related outcomes. The context is the national/central, ministerial, and regional governments of the United Republic of Tanzania for 14 years (2006–2019). The findings reveal that gender representation at the upper level of government plays a primary role in reducing poverty, but its impact on women's socioeconomic status, i.e., women's education and unemployment rate, is limited within the study context. The findings also highlight that the existence and the impact of intergovernmental representation depend on the primary missions of the government at different levels, policy outcomes of interest, and social contexts where identities are constructed and interpreted. This study claims that the potential interdependence of bureaucratic representation across multiple government agencies and institutions deserves more attention in the representative bureaucracy scholarship.
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    Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists
    (American Society for Microbiology, 2020-01) Robison, Jennifer D.; Berbari, Nicolas F.; Rao, Anusha S.; Biology, School of Science
    This study explores whether integrating multicultural content within a genetics laboratory course affected students' awareness of diversity and their perceptions of scientists' identities. Genetics laboratory curricula typically focus on content and experimental procedures, with cursory references to the scientists who made these discoveries. The resulting poor racial and gender representation in the curricula propagate biases about the abilities and contributions of scientists from underrepresented groups, which may adversely affect the retention and success of students in these groups. Initially, students completed a pre-test in which they were asked to recall the names of geneticists and their scientific contributions. Later students created a mock magazine issue featuring a diverse set of experts in genetics, specifically members of traditionally underrepresented gender/sexuality and/or racial/ethnic groups. To facilitate this assignment, students were randomly assigned a geneticist from a pool of active research scientists, spanning a wide range of scientific and cultural backgrounds and identities. Each student wrote a 500-word biography of their assigned geneticist and read biographies composed by peers. Then, in groups, the students categorized biographies based on student-selected unifying themes into a table of contents. On the final exam, the pre-test was repeated as a post-test. In the pre-test, scientists listed by students were 94% male and 6% female, with no members of other underrepresented groups included. In the post-test, scientists listed by students shifted to 84% male and 16% female with 18% from underrepresented groups. These data suggest that this intervention increases awareness of the multicultural nature of scientists.