Gender in the political science classroom / edited by Ekaterina M. Levintova and Alison Kathryn Staudinger.

Online resource; title from PDF title page (EBSCO, viewed August 29, 2018).

Includes bibliographical references and index.

Teach it forward : gender in the political science classroom and beyond / Ekaterina M. Levintova and Alison Kathryn Staudinger -- part one. National and institutional trends -- Gendering the political science classroom while mainstreaming gender in the discipline : understanding the barriers and exploring solutions / Ingrid Bego -- Divergent? Gender and methodological diversity in recent political science dissertations / Rina Verma Williams and Laura Dudley Jenkins -- Gendered representation in political science textbooks / Daniel Mueller -- Gender mainstreaming and political science teaching in New Zealand : still a work in progress / Jennifer Curtin -- Student perceptions of gender in political science teaching and advising / Ekaterina M. Levintova -- part two. Classroom evidence and solutions -- Getting to no : the need for gender-conscious pedagogy in service-learning courses / Daisy Rooks -- Class format, gender, and student attitudes toward political participation / Sara Rinfret and Michelle Pautz -- Beyond gender neutrality in the scholarship of teaching and learning and the classroom / Alison Kathryn Staudinger -- Thinking through movement : embodied learning as feminist pedagogy for the social sciences / Valerie Barske -- Gender forward : momentum for the future / Ekaterina M. Levintova and Alison Kathryn Staudinger.

Gender in the Political Science Classroom looks at the roles gender plays in teaching and learning in the traditionally male-dominated field of political science. The contributors to this collection bring a new perspective to investigations of gender issues in the political behavior literature and feminist pedagogy by uniting them with the Scholarship of Teaching and Learning (SoTL). The volume offers a balance between the theoretical and the practical, and includes discussions of issues such as curriculum, class participation, service learning, doctoral dissertations, and professional placements. The contributors reveal the discipline of political science as a source of continuing gender-based inequities, but also as a potential site for transformative pedagogy and partnerships that are mindful of gender. While the contributors focus on the discipline of political science, their findings about gender in higher education are relevant to SoTL practitioners, other social-science disciplines, and the academy at large.

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