زن در توسعه و سیاست

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

تماس با ما

اخبار و اعلانات

راهنمای تنظیم مقاله

شرایط و ضوابط ارسال مقاله

فرم ها و فایل های ضروری نشریه

ارائه چارچوبی برای توانمندسازی زنان در حکمرانی بر اساس مطالعات حوزه علوم شناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیارگروه کسب و کار خانوادگی و نوآوری اجتماع محور، دانشکده علوم خانواده، دانشگاه تهران، تهران، ایران.

2 فارغ‌‌‌التحصیل دکتری، گروه اقتصاد، دانشکده علوم اداری و اقتصادی، دانشگاه فردوسی، مشهد، ایران.

3 دانشجوی دکترای مدیریت آموزش عالی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

چکیده

توانمندسازی زنان از موضوعاتی است که در طیف گسترده‌ای از برنامه‌ها و سیاستگزاری‌های نهادهای مختلف در سرتاسر جهان جای می‌گیرد، ولی با این حال، توجه به ویژگی‌های شناختی و پژوهش‌های حوزه علوم شناختی و اساسا مساله شناخت و توانمندی‌های شناختی در بسیاری از این سیاستگزاری‌ها مغفول مانده است. در این راستا، پژوهش حاضر با استفاده از روشی دو مرحله ای مبتنی بر مرور دامنه و تحلیل محتوا به ارائه چارچوبی برای توانمندسازی زنان در حکمرانی براساس مطالعات حوزه علوم شناختی می‌پردازد. خروجی‌های این پژوهش از جمله 18 عنصرکلیدی توانمندسازی زنان براساس مطالعات شناختی در کنار چارچوب مفهومی ارائه شده، می‌تواند بسیاری از متخصصین، پژوهشگران و علاقه‌مندان مطالعات حوزه توانمندسازی، حکمرانی و زنان را در مسیر رسیدن به پاسخ‌هایشان برای سیاستگزاری و تصمیم‌گیری در حوزه‌های مربوطه و انجام پژوهش‌های کاربردی و همچنین ایجاد شبکه‌ای از مفاهیم مرتبط یاری دهد. پژوهش حاضر همچنین در خصوص ایجاد طرحواره هایی از پژوهش‌های کاربردی با هدف ایجاد ارتباط مابین حوزه‌های مختلف مطالعات حکمرانی و همچنین مطالعات علوم شناختی از این جهت حائز اهمیت است که می‌تواند خلاءهای مفهومی و همچنین مسیرهایی برای مطالعات بیشتر برای علاقه‌مندان مطالعات بینارشته‌ای در طیف گسترده ای از موضوعات و مفاهیم فراهم آورد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Providing a framework for empowering women in governance based on cognitive science studies

نویسندگان [English]

  • Amir Asgari 1
  • Sahebeh Masoudi 2
  • Maedeh Taghizadeh Tabarsi 3

1 Corresponding Author, Department of Family business and Community-oriented Innovation, Faculty of Family Science, University of Tehran. Iran.

2 Ph.D. Department of Economics, Faculty of Administrative and Economic Sciences, Ferdowsi University, Mashhad, Iran.

3 Ph.D Student of Higher Education Management, Faculty of Psychology and Educational Science, Allameh Tabataba'i University, Tehran, Iran.

چکیده [English]

Women's empowerment is a critical topic included in a wide range of programs and policies of various institutions worldwide. Despite this, research in cognitive sciences, particularly regarding cognition and cognitive abilities, has often been overlooked in many of these policies. This research aims to bridge this gap by providing a framework for empowering women in governance based on cognitive science studies. It employs a two-step method comprising a scoping review and content analysis. The study's findings include 18 key elements of women's empowerment derived from cognitive studies and a conceptual framework. These results can guide experts, researchers, and policymakers interested in empowerment, governance, and women's issues in their decision-making processes. Additionally, this research advocates for the creation of a network of related concepts, facilitating collaboration and knowledge sharing.The significance of this study extends to applied research, aiming to connect different fields of governance and cognitive science. It highlights the importance of interdisciplinary approaches in addressing complex issues and identifies conceptual gaps that can inspire further research. By doing so, it opens new pathways for those interested in interdisciplinary studies, offering a comprehensive understanding of the interplay between cognitive sciences and women's empowerment. This comprehensive approach not only enriches the academic discourse but also has practical implications for policy and governance, ultimately contributing to more effective and inclusive empowerment strategies.

کلیدواژه‌ها [English]

  • Empowerment
  • governance
  • women
  • cognitive sciences
مراجع
Adolphs, R. (2008). The Social Brain: Neural Basis of Social Knowledge. Https://Doi.Org/10.1146/Annurev.Psych.60.110707.163514, 60, 693–716. https://doi.org/10.1146/ANNUREV.PSYCH.60.110707.163514
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Baker, K. G., & Thomas H.  Waring, Jr. (1999). Book Review: Working with Emotional Intelligence, by Daniel Goleman. New York: Bantam Books, 1998. 383 pp., $25.95 hardcover. Http://Dx.Doi.Org/10.1111/j.1741-6248.1999.00375.x, 12(4), 375–381.
Bandiera, O., Buehren, N., Burgess, R., Goldstein, M., Gulesci, S., Rasul, I., & Sulaiman, M. (2020). Women's Empowerment in Action: Evidence from a Randomized Control Trial in Africa. American Economic Journal: Applied Economics, 12(1), 210–259.
https://doi.org/10.1257/APP.20170416
Bruning, M. J., Bystydzienski, J., & Eisenhart, M. (2015). INTERSECTIONALITY AS A FRAMEWORK FOR UNDERSTANDING DIVERSE YOUNG WOMEN’S COMMITMENT TO ENGINEERING. Journal of Women and Minorities in Science and Engineering, 21(1), 1–26.
https://doi.org/10.1615/JWOMENMINORSCIENENG.2014007345
Ceci, S. J., & Williams, W. M. (2011). Understanding current causes of women’s underrepresentation in science. Proceedings of the National Academy of Sciences of the United States of America, 108(8), 3157–3162. https://doi.org/10.1073/PNAS.1014871108/SUPPL_FILE/PNAS.201014871SI.PDF
Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009). Women’s Underrepresentation in Science: Sociocultural and Biological Considerations. Psychological Bulletin, 135(2), 218–261. https://doi.org/10.1037/A0014412
Chakraborty, U., & Biswal, S. K. (2022). Psychological empowerment of women entrepreneurs: a netnographic study on twitter. Management Research Review, 45(6), 717–734. https://doi.org/10.1108/MRR-01-2021-0046/FULL/XML
Cornwall, A. (2016). Women’s Empowerment: What Works? Journal of International Development, 28(3), 342–359.
https://doi.org/10.1002/JID.3210
Crooks, C. V, Jaffe, P., Dunlop, C., Kerry, A., & Exner-Cortens, D. (2019). Preventing Gender-Based Violence Among Adolescents and Young Adults: Lessons From 25 Years of Program Development and Evaluation. Violence Against Women, 25(1), 29–55.
https://doi.org/10.1177/1077801218815778
Dweck, C. (2006). Excerpts selected by World Enlightainment. “ Mindset : The New Psychology of Success .”https://en.frenchpdf.com/mindset-the-new-psychology-of-success-pdf-5
Eagly, A. H. (2009). The His and Hers of Prosocial Behavior: An Examination of the Social Psychology of Gender. American Psychologist, 64(8), 644–658. https://doi.org/10.1037/0003-066X.64.8.644
Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573–598. https://doi.org/10.1037/0033-295X.109.3.573
Eccles, J. S., & Wang, M. Te. (2015). What motivates females and males to pursue careers in mathematics and science? Http://Dx.Doi.Org/10.1177/0165025415616201, 40(2), 100–106. https://doi.org/10.1177/0165025415616201
Eger, C., Miller, G., & Scarles, C. (2018). Gender and capacity building: A multi-layered study of empowerment. World Development, 106, 207–219. https://doi.org/10.1016/J.WORLDDEV.2018.01.024
Fredrickson, B. L. (2001). The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions. The American Psychologist, 56(3), 218. https://doi.org/10.1037/0003-066X.56.3.218
Guevara-Gómez, A., De Zárate-Alcarazo, L. O., & Criado, J. I. (2021). Feminist perspectives to artificial intelligence: Comparing the policy frames of the European Union and Spain. Information Polity, 26(2), 173–192. https://doi.org/10.3233/IP-200299
Haslanger, S. (2012). Resisting Reality: Social Construction and Social Critique. Resisting Reality: Social Construction and Social Critique, 1–464. https://doi.org/10.1093/ACPROF:OSO/9780199892631.001.0001
Heilman, M. E., & Chen, J. J. (2005). Same behavior, different consequences: Reactions to men’s and women’s altruistic citizenship behavior. Journal of Applied Psychology, 90(3), 431–441. https://doi.org/10.1037/0021-9010.90.3.431
Hossain, N. (2012). Security and the Pathways of Women’s Empowerment: Findings from a Thematic Synthesis of the Pathways of Women’s Empowerment Research. IDS Working Papers, 2012(406), 1–48. https://doi.org/10.1111/J.2040-0209.2012.00406.X
Hyde, J. S., & Mertz, J. E. (2009). Gender, culture, and mathematics performance. Proceedings of the National Academy of Sciences of the United States of America, 106(22), 8801–8807. https://doi.org/10.1073/PNAS.0901265106
Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits - Self-esteem, generalized self-efficacy, locus of control, and emotional stability - With job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92.
https://doi.org/10.1037/0021-9010.86.1.80
Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765–780. https://doi.org/10.1037/0021-9010.87.4.765
Klasen, S., & Lamanna, F. (2009). The Impact of Gender Inequality in Education and Employment on Economic Growth: New Evidence for a Panel of Countries. Https://Doi.Org/10.1080/13545700902893106, 15(3), 91–132.
Kuhnen, C. M., & Knutson, B. (2005). The Neural Basis of Financial Risk Taking. Neuron, 47(5), 763–770.
https://doi.org/10.1016/J.NEURON.2005.08.008
Miner-Rubino, K., & Cortina, L. M. (2004). Working in a Context of Hostility Toward Women: Implications for Employees’ Well-Being. Journal of Occupational Health Psychology, 9(2), 107–122.
https://doi.org/10.1037/1076-8998.9.2.107
Monteiro, F., Leite, C., & Rocha, C. (2021). The engineering social role conception promoted in the engineering courses’ advertising: Looking from the point of view of women. IEEE Global Engineering Education Conference, EDUCON, 2021-April, 1407–1415. https://doi.org/10.1109/EDUCON46332.2021.9454120
Mosedale, S. (2014). Women’s empowerment as a development goal: Taking a feminist standpoint. Journal of International Development, 26(8), 1115–1125. https://doi.org/10.1002/JID.3050
Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences of the United States of America, 109(41), 16474–16479.
https://doi.org/10.1073/PNAS.1211286109/SUPPL_FILE/PNAS.201211286SI.PDF
Muluneh, M. D., Francis, L., Agho, K., & Stulz, V. (2021). A systematic review and meta-analysis of associated factors of gender-based violence against women in sub-Saharan Africa. International Journal of Environmental Research and Public Health, 18(9), 4407. https://doi.org/10.3390/IJERPH18094407/S1
Obayelu, O. A., & Chime, A. C. (2020). Dimensions and drivers of women’s empowerment in rural Nigeria. International Journal of Social Economics, 47(3), 315–333. https://doi.org/10.1108/IJSE-07-2019-0455/FULL/XML
Pasquinelli, E., Farina, M., Bedel, A., & Casati, R. (2021). Naturalizing Critical Thinking: Consequences for Education, Blueprint for Future Research in Cognitive Science. Mind, Brain, and Education, 15(2), 168–176. https://doi.org/10.1111/MBE.12286
Pauls, F., Petermann, F., & Lepach, A. C. (2013). Gender differences in episodic memory and visual working memory including the effects of age. Memory, 21(7), 857–874. https://doi.org/10.1080/09658211.2013.765892
Pham, M. T., Rajić, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & Mcewen, S. A. (2014). A scoping review of scoping reviews: advancing the approach and enhancing the consistency. Research Synthesis Methods, 5(4), 371–385. https://doi.org/10.1002/JRSM.1123
Phillips, K. W. (2014). How Diversity Works. Nature Publishing Group, 311. https://doi.org/10.1038/scientificamerican1014-42
Poma, A., & Gravante, T. (2017). Emotions and Empowerment in Collective Action: The Experience of a Women’s Collective in Oaxaca, Mexico, 2006–2017. Emotions: History, Culture, Society, 1(2), 59–79. https://doi.org/10.1163/2208522X-00102005
Reuben, E., Sapienza, P., & Zingales, L. (2014). How stereotypes impair women’s careers in science. Proceedings of the National Academy of Sciences of the United States of America, 111(12), 4403–4408. https://doi.org/10.1073/PNAS.1314788111/SUPPL_FILE/SD01.XLS
Rittle-Johnson, B., Star, J. R., & Durkin, K. (2020). How Can Cognitive-Science Research Help Improve Education? The Case of Comparing Multiple Strategies to Improve Mathematics Learning and Teaching. Https://Doi.Org/10.1177/0963721420969365, 29(6), 599–609.
Rönnblom, M., Carlsson, V., & Öjehag-Pettersson, A. (n.d.). Gender equality in Swedish AI policies. What’s the problem represented to be? Review of Policy Research. https://doi.org/10.1111/ROPR.12547
Schrama, R. (2019). The Monitoring Capacity of Civil Society Networks: A Social Network Analysis in the Case of Gender Equality Policy. Https://Doi.Org/10.1080/17448689.2019.1598628, 15(2), 123–142.
Shea, N. (2018). Representation in Cognitive Science. Representation in Cognitive Science, 304.
https://doi.org/10.1093/OSO/9780198812883.001.0001
Sherman, D. K., & Cohen, G. L. (2006). The Psychology of Self‐defense: Self‐Affirmation Theory. Advances in Experimental Social Psychology, 38, 183–242. https://doi.org/10.1016/S0065-2601(06)38004-5
Steunenberg, B. (2007). A policy solution to the European Union’s transposition puzzle: Interaction of interests in different domestic arenas. West European Politics, 30(1), 23–49.
https://doi.org/10.1080/01402380601019639
Storer, H. L., Casey, E. A., Carlson, J., Edleson, J. L., & Tolman, R. M. (2015). Primary Prevention Is? A Global Perspective on How Organizations Engaging Men in Preventing Gender-Based Violence Conceptualize and Operationalize Their Work.
http://dx.doi.org/10.1177/1077801215601247, 22(2)
Turetsky, K. M., Sinclair, S., Starck, J. G., & Shelton, J. N. (2021). Beyond students: how teacher psychology shapes educational inequality. Trends in Cognitive Sciences, 25(8), 697–709.
https://doi.org/10.1016/J.TICS.2021.04.006
Webster, K., Chen, C., & Beardsley, K. (2019). Conflict, Peace, and the Evolution of Women’s Empowerment. International Organization, 73(2), 255–289. https://doi.org/10.1017/S0020818319000055
زن در توسعه و سیاست
دوره 22، شماره 3
مهر 1403
صفحه 747-773
فایل ها
هم رسانی
ارجاع به این مقاله
آمار