Political Science

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/53

Political Science faculty's diverse research, teaching and outreach activities engage our students and the community in issues of ethics, power, identity, globalization governance, citizenship and representation. Our faculty are active scholars with recent awards for their publications, outreach, service and teaching.

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Now showing 1 - 3 of 3
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    Bounded Stories
    (Wiley, 2018-11) Shanahan, Elizabeth A.; Raile, Eric D.; French, Kate A.; McEvoy, Jamie
    Narrative Policy Framework (NPF) and framing scholars share an interest in how the construction of policy arguments influences opinions and policy decisions. However, conceptual clarification is needed. This study advances the NPF by clarifying the meaning and function of frames and narrative, as well as their respective roles in creating policy realities. We explore sociological and psychological roots of framing scholarship and map these onto NPF’s science of narratives philosophy, suggesting that narratives can reveal internally held cognitive schemas. We focus on issue categorization frames as boundaries for narrative construction. Within these bounds, narrative settings further focalize the audience by specifying where action toward a solution takes place. Based on 26 interviews with floodplain decision makers in Montana, we capture internally held cognitions through the assemblage of issue categorization frames and narrative elements. We find that settings can traverse issue categorization frames and policy solutions, with actions of characters that unfold within the setting being key. Similarly, we find that a single issue categorization frame can contain multiple different narratives and that individuals may simultaneously hold multiple different narratives internally. Overall, this study contributes to policy process research through establishment of connections among narratives, issue categorization frames, and cognitive schemas.
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    Absent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure process
    (2018-09) Skewes, Monica C.; Shanahan, Elizabeth A.; Smith, Jessi L.; Honea, Joy C.; Belou, Rebecca M.; Rushing, Sara; Intemann, Kristen; Handley, Ian M.
    This research examines ways in which men and women university faculty sought self-determination in the promotion and tenure (P&T) process. Self-Determination Theory (SDT; Deci & Ryan, 2012) research tends to view autonomy as the central factor in self-determination, taking priority over other psychological needs of relatedness and competence. The P&T process occurs within a context that inherently limits autonomy, providing a unique opportunity to examine experiences of relatedness and competence when autonomy is constrained. We used a qualitative research strategy with a matched case study design to explore how individuals experience the constructs of SDT (i.e., autonomy, competence, and relatedness) within the P&T process. Our project focuses on faculty in science, technology, engineering, and mathematics (STEM) departments undergoing P&T review at one university. Women faculty in STEM were compared with men faculty at the same rank and in similar departments concurrently going through P&T review. Findings showed that men reported experiencing self-determination via informational competence whereas women approached self-determination through relational competence. Creating a level playing field for faculty navigating the P&T process requires being attuned to different paths to self-determination, fostering relationships between faculty, and clarifying policies and procedures.
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    Agriculture in Shifting Climates: The Configuration and Ripeness of Problem Understandings in Uganda and Senegal
    (2018-03) Raile, Eric D.; Young, Linda M.; Bonabana-Wabbi, Jackline; Kirinya, Julian; Mbaye, Samba; Wooldridge, Lena; Raile, Amber N. W.; Post, Lori Ann
    The international community has advocated the adoption of climate‐smart agriculture (CSA) as lower‐income countries deal with the negative consequences of climate change. Scaling up such policies, practices, and programs successfully will require support from a variety of local stakeholders. Such support requires alignment between CSA solutions and the problem understandings of stakeholders. However, problem understandings can differ across individuals, stakeholder groups, and geographic areas. Consequently, we examine understandings of climate problems and socioeconomic and infrastructure problems related to agriculture among different stakeholder groups in Uganda and Senegal. We operationalized and measured these problem understandings following the detailed guidance of the political will and public will approach for analyzing social change. Semistructured interviews elicited stakeholder‐generated lists of problems for each group. Limited quantification of problem understandings and their relative importance or “ripeness” demonstrates how contexts might shape opportunities for CSA.
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