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The Gender Gap and Political Knowledge: Men and Women in National and State Politics

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Previous research has found that men have higher levels of political knowledge than women, both in general and after the effects of various control variables are taken into account. In this paper we explore the contours and determinants of this gender gap in political knowledge. Using data from the 2000 American National Election Study (ANES) and the 2002 Louisiana Survey, we develop a series of models in which we depict political knowledge as a function of gender, socioeconomic and demographic attributes, political attitudes and engagement, media exposure, and political life circumstances. We find that gender effects in political knowledge persist, even in the face of statistical controls. Men and women differ on their mean values for a number of control variables, so the inclusion of a wide range of independent variables does result in a moderate reduction in the magnitude of gender coefficients. We also find that the gender gap appears to be somewhat stronger for national-level political knowledge rather than state-level political knowledge. Moreover, we consider the possibility that men and women differ in their relative propensities to give incorrect and dont know responses to knowledge questions, and our results from bivariate and multivariate analyses suggest that women are more likely to give both incorrect and dont know responses. Finally, we test a stereotype threat model of gender differences in political knowledge, and our results from these models are somewhat inconclusive. Overall, our findings suggest that gender matters for political knowledge, with women exhibiting consistently lower levels of political knowledge across a wide range of model specifications. The persistence of gender differences is somewhat perplexing, insofar as we account for several explanations for why men have higher levels of political knowledge then women.

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knowledg (255), polit (255), women (229), gender (219), men (178), variabl (175), effect (133), level (114), differ (107), respond (87), model (86), coeffici (86), interview (85), answer (77), individu (75), signific (70), like (67), question (64), respons (64), item (63), scale (61),

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political knowledge, gender gap
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Name: Southern Political Science Association
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http://www.spsa.net


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MLA Citation:

Garand, James., Guynan, Emily. and Fournet, Monique. "The Gender Gap and Political Knowledge: Men and Women in National and State Politics" Paper presented at the annual meeting of the Southern Political Science Association, Inter-Continental Hotel, New Orleans, LA, Jan 13, 2004 <Not Available>. 2008-10-10 <http://www.allacademic.com/meta/p67995_index.html>

APA Citation:

Garand, J. , Guynan, E. and Fournet, M. , 2004-01-13 "The Gender Gap and Political Knowledge: Men and Women in National and State Politics" Paper presented at the annual meeting of the Southern Political Science Association, Inter-Continental Hotel, New Orleans, LA Online <.PDF>. 2008-10-10 from http://www.allacademic.com/meta/p67995_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Previous research has found that men have higher levels of political knowledge than women, both in general and after the effects of various control variables are taken into account. In this paper we explore the contours and determinants of this gender gap in political knowledge. Using data from the 2000 American National Election Study (ANES) and the 2002 Louisiana Survey, we develop a series of models in which we depict political knowledge as a function of gender, socioeconomic and demographic attributes, political attitudes and engagement, media exposure, and political life circumstances. We find that gender effects in political knowledge persist, even in the face of statistical controls. Men and women differ on their mean values for a number of control variables, so the inclusion of a wide range of independent variables does result in a moderate reduction in the magnitude of gender coefficients. We also find that the gender gap appears to be somewhat stronger for national-level political knowledge rather than state-level political knowledge. Moreover, we consider the possibility that men and women differ in their relative propensities to give incorrect and dont know responses to knowledge questions, and our results from bivariate and multivariate analyses suggest that women are more likely to give both incorrect and dont know responses. Finally, we test a stereotype threat model of gender differences in political knowledge, and our results from these models are somewhat inconclusive. Overall, our findings suggest that gender matters for political knowledge, with women exhibiting consistently lower levels of political knowledge across a wide range of model specifications. The persistence of gender differences is somewhat perplexing, insofar as we account for several explanations for why men have higher levels of political knowledge then women.

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Document Type: .pdf
Page count: 49
Word count: 22009
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THE GENDER GAP AND POLITICAL KNOWLEDGE: MEN AND WOMEN IN NATIONAL AND STATE POLITICS James C. Garand Emogine Pliner Distinguished Professor Department of Political Science Louisiana State University Baton Rouge Louisiana 70803-5433 Office: (225) 578-2548 Email: pogara@lsu.edu Emily Guynan M.A. Candidate Department of Political Science Louisiana State University Baton Rouge Louisiana 70803-5433 Email: eguyna1@lsu.edu Monique Fournet B.A. Candidate Department of Political Science Louisiana State University Baton Rouge Louisiana 70803-5433 Email: mfourn1@lsu.edu Paper presented at the 2004 annual meeting of
and Social Psychology (1995: 97-111. Steele Claude M. and Joshua Aronson “Stereotype Threat and the Test Performance of Academically Successful African Americans ” in Christopher Jencks and Meredith Phillips (eds.) The Black-White Test Score Gap. Washington D.C.: Brookings Institution Press 1998. Vars Frederick and William Bowen “Scholastic Aptitude Test Scores Race and Academic Performance in Selective Colleges and Universities ” in Christopher Jencks and Meredith Phillips (eds.) The Black-White Test Score Gap. Washington D.C.: Brookings Institution Press 1998. Verba


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