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In recent years the number of women executives has increased globally, and academic focus on these actors has grown accordingly. While some of the earliest research offered descriptive analyses of women leaders, concentrating particularly on their career preparation or political inspirations, this has given way to more systematic assessments of topics including paths, powers, and impacts. Global methodical studies have been supplemented by similarly rigorous country case studies and regional analyses. These works offer quantitative examinations, rich qualitative investigations, and often a combination. Consequently, factors facilitating women’s rise to power and authorities exercised in their capacities as presidents and prime ministers are illuminated. Much more research, however, must be conducted to evaluate the myriad effects women in power exert on societies.
The number of women in national elective leadership positions has grown since 1960 when the first woman became prime minister. As the number of women in high elective office has grown, feminist scholars have worked to fill the “gender gap” in the study of national leadership in the disciplines of history, political science, and international relations. Feminist scholars, for instance, have investigated several gender-based assumptions about what the policy priorities of women leaders will be. The first assumption is that a woman leader will promote social programs and expenditures over military defense; this assumption is based on women’s traditional gender role as caretaker. The second assumption is that a woman leader will be likely to eschew the use of military force in foreign policy. The third is that she will introduce or endorse policies that promote gender equality, that is, that she will pursue a feminist agenda. Thus, the general policy questions scholars approach the study of women leaders with are: Is she a socialist? Is she a pacifist? Is she a feminist? Feminist scholars also consider public perceptions about women’s ability to serve as national leader as well as performance, or women’s style of leadership and effectiveness as leaders. Do women lead in a hierarchical, “top-down” command style or do they tend to be more cooperative, collegial, and collaborative than their male counterparts?
At the beginning of the twenty-first century, the number of women with leadership positions in national governments increased considerably. In 2006 alone, a woman became the head of government in Chile, South Korea, Liberia, and Jamaica. However, the question of how women differ from men in terms of leadership style and policy preferences has emerged as a subject of intense debate. Scholars have produced a substantial amount of work that addresses gender differences in political leadership, and particularly leadership in global politics. Many studies focus on women’s access to the upper echelons of political power, what women representatives bring to politics that is different, and how far and in what ways women politicians and legislators have different policy preferences to those of their male counterparts. More specifically, these studies explore whether women’s political representation helps advance women’s group interests. Within political science, there has been limited research regarding the systematic elements of leadership in politics, and especially the role that gender identity plays in the exercise of global political leadership. Future research should address these gaps, along with other questions such as what women leaders actually do with that power once they get there; whether women’s leadership indeed makes a difference for peace or for women’s group interests; and the political outcomes of women’s leadership.
Mary N. Hampton and Kathleen A. Mahoney-Norris
One aspect of women’s professional experience in the field of international studies is that of teaching. Women’s experience in the gendered classroom has been shaped by three general factors: their identity, their interests, and the institutions in which they work. Major dimensions of identity can be grouped into: identity as reputation; identity as race and sex; and identity as role models and mentors. Meanwhile, women’s teaching is clearly affected by their scholarly interests, which impact on both the subjects they choose to teach and their pedagogical approaches. While it would not be surprising to find that women teachers tend to teach more about women and feminism, a major survey of International Relations (IR) faculty in the United States found other significant differences between women and men in the classroom, often linked to women’s differing research interests. Women’s teaching is also impacted by the institutional environment in which they work. Surveys and studies across the academic spectrum confirm the importance not only of gender equity at institutions, but also the presence of an institutional climate, or culture, that is friendly to women faculty. Major elements that affect the institutional environment include the number of faculty women (including senior women); the type of institution (its focus on research or teaching); and the ability to offer feminist and gender courses, and related pedagogies.
John Boli, Selina Gallo-Cruz, and Matt Mathias
World-polity theory is a widely used sociological perspective for the analysis of world culture, organization, and change. Also known as world-society theory, global neo-institutionalism, and the “Stanford school” of global analysis, world-polity theory is largely compatible with the globalization perspective associated with Roland Robertson and the cultural analysis approach of anthropologists Ulf Hannerz and Arjun Appadurai. Proponents of world-polity theory argue that rationality, purposes, and interests are profoundly cultural constructs bound up in an over-arching canopy (or underlying foundation) that endows actors with properties, identity, meaning, interests, and guides to action. The theory also recognizes the key role played by international nongovernmental organizations (INGOs) in the formation, codification, and propagation of world culture. The intellectual foundations of world-polity theory can be traced to the work of its founder, John W. Meyer, as well as Émile Durkheim, Max Weber, and Erving Goffman. Two institutional domains of world society that have generated the most attention in world-polity theory are the responsible and responsive state, and the sacred and empowered individual. A variety of criticisms have emerged regarding world-polity theory, such as the alleged failure of world-polity research to address issues of inequality and stratification more directly. Among other issues, future research should focus on elucidating the ontological structure and normative order of global culture, as well as the historical origins, growth, and development of world culture, transnational organization, and global actor models over the longue durée (the past millennium or so).
Robert A. Denemark
World system history is a perspective on the global sociopolitical and economic system with a structural, long-term and transdisciplinary nature. The intellectual origins of the study of world system history can be characterized by three general trajectories, beginning with the work of global historians who have worked to write a “history of the world.” Attempts were also made by scholars such as Arnold Toynbee to write global history in terms of “civilizations”. A second pillar of world system history emerged from anthropology, when many historians of the ancient world, anthropologists, and archaeologists denied the importance of long-distance relations, especially those of trade. A third pillar emerged from the social sciences, including political science and sociology. One of the central ideas put forward was that sociopolitical and economic phenomena exhibited wave-like behavior. These various intellectual strands became self-consciously intertwined in the later 1980s and 1990s, when scholars from all of these traditions began to cross disciplinary boundaries and organize their own efforts under the rubric of world system history. This period saw Gunder Frank and Barry K. Gills questioning the value of identifying a uniquely modern system based on a transition to capitalism that was said to have occurred in the West. Frank and Gills introduced the “continuity hypothesis,” which suggests that too much scholarly emphasis has been placed on the search for and elucidation of discontinuities and transitions. World system history faces two important challenges from determinism and indeterminacy, and future research should especially address the implications of the latter.
Marc D. Froese
After World War II, a body of rules and institutions have emerged for the purpose of regulating global flows of goods and services. These are known as world trade law, classified under international economic law, an expanding body of transnational regulatory treaties and institutions. World trade law has evolved within the global trading system following the Second World War, beginning with the General Agreement on Tariffs and Trade (GATT), which came into force in 1948. The most-favored nation and national treatment principles are the most prominent principles that give world trade law its distinctive form. The World Trade Organization (WTO) provides a vast store of literature, which covers the waterfront of legal and political issues that animate the global political economy of trade. The WTO’s predecessor, the GATT, also contributed extensively to the growing body of literature on world trade law. The WTO’s inclusion of agreements on the liberalization of services, investment, and intellectual property have begun lively debates about the possible trajectories of governance in new issue areas, such as anti-dumping and intellectual property rights. In addition to the issues raised by the inclusion of many small economies in the institutions of global trade governance, the rise of world trade law has simultaneously highlighted the many areas of importance to national publics in developed economies where trade overlaps with social priorities.
Lars Rensmann and Jennifer Miller
The emergence of widespread xenophobia and anti-immigrant politics has raised the following questions: What are the explanatory factors and cultural conditions for the relative salience of xenophobic attitudes in the current era—and why is there a varying demand in different countries? Which independent variables on the supply side explain the emergence and the diverging success or failure of “anti-immigrant parties” as well as variations of mainstream anti-immigrant discourses and campaigns in electoral politics? What causal mechanisms can be found between contextual, structural, or agency-related factors and anti-immigrant party politics, and what do we know about their emergence and their dynamics in political processes? These questions are addressed by demand-side, supply-side, as well as mixed models. Demand-side approaches focus on the conditions that generate certain anti-immigrant attitudes and policy preferences in the electorate, on both the individual and the societal level, as key explanatory variables for anti-immigrant policies. Supply-side approaches turn to the role of political agency: They explain the salience and variation of anti-immigrant politics mainly by the performance of parties which mobilize, organize, and (as “agenda setters”) generate them. Mixed models include both sets of explanatory variables and a “third” set of institutional and discursive factors, such as electoral rules, party competition, and ideological spaces in electoral marketplaces.