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Who's Got the Power? Putting Individual and Institutional Power in Their Collective Place
Who's Got the Power? Putting Individual and Institutional Power in Their Collective Place
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151947
- ISBN
- 9798383163528
- DDC
- 305
- 서명/저자
- Whos Got the Power? Putting Individual and Institutional Power in Their Collective Place
- 발행사항
- [Sl] : University of Minnesota, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 258 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Pearson, Kathryn.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2024.
- 초록/해제
- 요약Increasing women's representation in state legislatures promotes inclusive perspectives, which is expected to improve substantive policy outcomes for women. Although scholars show that women legislators consistently raise awareness to "women's interests," it isn't clear whether women legislators are as successful as men, racial majority men in particular, at moving their legislation through the legislative process. Focusing on a policy area that has traditionally been defined as a women's policy area-education-I consider how well women and men do in a policy area of women's perceived expertise. Assessing race-gender differences in legislative success, I examine whether men's support helps other legislators overcome barriers in the legislative process, increasing their probability of success. To that end, I collect and analyze 4,237 education bills, the bill's sponsor and cosponsors, in four state legislatures-Colorado, Georgia, Hawaii, and Michigan-over seven two-year legislative terms (2003-2016). I find that men and women legislators of all races and ethnicities care about education policy, but there are important intersectional differences. Moreover, I find that women legislators are less successful in education policy compared to their racial majority colleagues. And lastly, in contrast to previous research, preliminary results suggest that the race-gender composition of a bill's supporters ("cosponsors") affect legislative success.
- 일반주제명
- Gender studies
- 일반주제명
- Education policy
- 일반주제명
- Womens studies
- 키워드
- Racial majority
- 키워드
- Policy area
- 기타저자
- University of Minnesota Political Science
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151947
■006m o d
■007cr#unu||||||||
■020 ▼a9798383163528
■035 ▼a(MiAaPQ)AAI31327856
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a305
■1001 ▼aMcVeigh, Hannah Elizabeth.
■24510▼aWho's Got the Power? Putting Individual and Institutional Power in Their Collective Place
■260 ▼a[Sl]▼bUniversity of Minnesota▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a258 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Pearson, Kathryn.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2024.
■520 ▼aIncreasing women's representation in state legislatures promotes inclusive perspectives, which is expected to improve substantive policy outcomes for women. Although scholars show that women legislators consistently raise awareness to "women's interests," it isn't clear whether women legislators are as successful as men, racial majority men in particular, at moving their legislation through the legislative process. Focusing on a policy area that has traditionally been defined as a women's policy area-education-I consider how well women and men do in a policy area of women's perceived expertise. Assessing race-gender differences in legislative success, I examine whether men's support helps other legislators overcome barriers in the legislative process, increasing their probability of success. To that end, I collect and analyze 4,237 education bills, the bill's sponsor and cosponsors, in four state legislatures-Colorado, Georgia, Hawaii, and Michigan-over seven two-year legislative terms (2003-2016). I find that men and women legislators of all races and ethnicities care about education policy, but there are important intersectional differences. Moreover, I find that women legislators are less successful in education policy compared to their racial majority colleagues. And lastly, in contrast to previous research, preliminary results suggest that the race-gender composition of a bill's supporters ("cosponsors") affect legislative success.
■590 ▼aSchool code: 0130.
■650 4▼aGender studies
■650 4▼aEducation policy
■650 4▼aEducational administration
■650 4▼aWomens studies
■653 ▼aWomen legislators
■653 ▼aRacial majority
■653 ▼aPolicy area
■653 ▼aRace-gender composition
■690 ▼a0733
■690 ▼a0458
■690 ▼a0453
■690 ▼a0514
■71020▼aUniversity of Minnesota▼bPolitical Science.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162218▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
