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.
Mary N. Hampton and Kathleen A. Mahoney-Norris
Roberto Domínguez and Rafael Velázquez Flores
The goal of this article is to provide an overview of the literature on global governance, key elements for understanding its conceptualization, and a gateway to capture its multidimensionality. From this perspective, global governance is conceived as a framework of analysis or intellectual device to study the complexity of global processes involving multiple actors that interact at different levels of interest aggregation. The article is divided into four parts. The first section describes the origins, definitions, and characteristics of global governance. The second categorizes global governance based on different thematic areas where there is a confluence of governance practices, on the one hand, and the inclusion of a global level of interaction, on the other. The third discusses the different conceptual inquiries and innovations that have been developed around the term. Finally, the last part maps the different academic institutions that have focused their research on global governance and offer programs on this subject.