Women in public office are often assumed to "make a difference" for women, as women--in other words, to represent their female constituents better than do their male counterparts. But is sex really an accurate predictor of a legislator's political choices and actions? In this book, Beth Reingold compares the representational activities and attitudes of male and female members of the Arizona and California state legislatures to illuminate the broader implications of the election and integration of women into public office. In the process, she challenges many of the assumptions that underlie popular expectations of women and men in politics. Using in-depth interviews, survey responses, and legislative records, Reingold actually uncovers more similarities between female and male politicians than differences. Moreover, the stories she presents strongly suggest that rather than assuming that who our representatives are determines what they will do in office, we must acknowledge the possibility that the influence of gender on legislative behavior can be weakened, distorted, or accentuated by powerful forces within the social and political contexts of elective office.
It is well established that the race and gender of elected representatives influence the ways in which they legislate, but surprisingly little research exists on how race and gender interact to affect who is elected and how they behave once in office. How do race and gender affect who gets elected, as well as who is represented? What issues do elected representatives prioritize? Does diversity in representation make a difference? Race, Gender, and Political Representation takes up the call to think about representation in the United States as intersectional, and it measures the extent to which political representation is simultaneously gendered and raced. Specifically, the book examines how race and gender interact to affect the election, behavior, and impact of all individuals. By putting women of color at the center of their analysis and re-evaluating traditional, "single-axis" approaches to studying the politics of race or gender, the authors demonstrate what an intersectional approach to identity politics can reveal. Drawing on original data on the presence, policy leadership, and policy impact of Black women and men, Latinas and Latinos, and White women and men in state legislative office in the late twentieth and early twenty-first centuries, each chapter shows how the politics of race, gender, and representation are far more complex than recurring "Year of the Woman" frameworks suggest. An array of race-gender similarities and differences are evident in the experiences, activities, and accomplishments of these state legislators. Yet one thing is clear: the representation of those marginalized by multiple, intersecting systems of power and inequality is intricately bound to the representation of women of color.
It is well established that the race and gender of elected representatives influence the ways in which they legislate, but surprisingly little research exists on how race and gender interact to affect who is elected and how they behave once in office. This text takes up the call to think about representation in the United States as intersectional, and it measures the extent to which political representation is simultaneously gendered and raced. Drawing on original data on the presence, policy leadership, and policy impact of Black women and men, Latinas and Latinos, and White women and men in state legislative office in the late twentieth and early twenty-first centuries, this work demonstrates what an intersectional approach to identity politics can reveal.
Who gets elected? Who do they represent? What issues do they prioritize? Does diversity in representation make a difference? Race, Gender, and Political Representation thinks differently about identity politics in the United States. It is not about women's representation or minority representation; it is about how race and gender interact to affect the election, behavior, and impact of all individuals - raced women and gendered minorities alike. By putting women of color at the center of the analysis and re-evaluating traditional, one-at-a-time approaches to studying the politics of race or gender, the authors demonstrate what an intersectional approach to identity politics can reveal. With a wealth of original data on the presence, policy leadership, and policy impact of Black women and men, Latinas and Latinos, and white women and men in state legislative office in the late 20th and early 21st centuries, each chapter shows how the politics of race, gender, and representation are far more complex than recurring "Year of the Woman" frameworks suggest. An array of race-gender similarities and differences are evident in the experiences, activities, and accomplishments of these state legislators. Yet one thing is clear: the representation of those marginalized by multiple, intersecting systems of power and inequality is intricately bound to the representation of women of color"--
Women in public office are often assumed to "make a difference" for women, as women--in other words, to represent their female constituents better than do their male counterparts. But is sex really an accurate predictor of a legislator's political choices and actions? In this book, Beth Reingold compares the representational activities and attitudes of male and female members of the Arizona and California state legislatures to illuminate the broader implications of the election and integration of women into public office. In the process, she challenges many of the assumptions that underlie popular expectations of women and men in politics. Using in-depth interviews, survey responses, and legislative records, Reingold actually uncovers more similarities between female and male politicians than differences. Moreover, the stories she presents strongly suggest that rather than assuming that who our representatives are determines what they will do in office, we must acknowledge the possibility that the influence of gender on legislative behavior can be weakened, distorted, or accentuated by powerful forces within the social and political contexts of elective office.
Over the past twenty years, the field of scholarly editing has expanded and altered immeasurably. In Editing Documents and Texts Beth Luey has compiled for the first time 900 references from nearly 200 journals and books that explain how scholarly editors do their work and the theories behind their editing. Bridging the traditional gap between historical and literary editing, Luey surveys the relevant scholarship in all editorial fields and presents a thorough picture of the state of the discipline. Anyone interested in the editing of documents and texts--whether an undergraduate or graduate student, instructor, or a beginning or experienced editor--will find Editing Documents and Texts an indispensible reference.
An insightful, informative, and empathic resource for learning to live well with multiple sclerosis. This comprehensive yet accessible work provides authoritative and reassuring answers to the many questions that overwhelm those undergoing testing and treatment for multiple sclerosis. It discusses traditional and complementary therapies for MS; explains medical terminology and diagnostics; and compassionately addresses the lifestyle changes many patients face while learning to manage this chronic and potentially debilitating disorder.
Join the thousands of teachers in schools nationwide who have used this positive approach to discipline to establish calm, safe classrooms in which students can do their best learning. The approach to discipline presented in this book helps children develop self-control, understand how positive behavior looks and sounds, and come to value such behavior. With many examples from their own classrooms, three experienced teachers offer practical techniques to help you: establish clear expectations for behavior from day one; teach students how to articulate their learning goals; create classroom rules that connect to those goals; use techniques such as Interactive Modeling to teach positive behavior; reinforce positive behavior with supportive teacher language; and quickly stop misbehavior and restore positive behavior so that children retain their dignity and continue learning.
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