Why Does Gender Really Matter in Political Science Learning Processes?
By Igor Ahedo Gurrutxaga, Iraide Álvarez Muguruza and Andere Ormazabal Gaston, University of the Basque Country
Admitting the existence of an architecture of domination is a central factor in understanding the persistence of gender inequalities. Under this idea, the article explores the effects of the sex/gender system on the academic development of students in Political Science in the context of the Basque Country (Spain). Analysing the operation of gender norms, roles and stereotypes, the article reveals a gender blindness that harms female students. The article concludes that promoting a transformation in the academy that involves training the feminist gaze of both faculty and students could contribute to reducing gender inequalities in university classrooms.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.