Gender inequality, violence against women, and fear: a cross-national test of the feminist theory of violence against women

This article presents a cross-national test of the feminist theory of violence against women. Combining data from the International Crime Victims Survey (ICVS) with United Nations statistics, the findings support the theory. Specifically, the results indicate that the educational and occupational status of women in a country is related to the prevalence of sexual violence against women. In countries where the status of women is low, prevalence of sexual violence against women tends to be higher. In turn, sexual violence is related to higher levels of fear among women relative to men. In comparison, in countries where the status of women is high, sexual violence against women is lower. The findings of this study add confirmation to the argument that we need to look beyond individual level variables to understand and develop strategies for reducing violence against and fear among women.     

Ethical and safety considerations when obtaining information from or about battered women for research purposes

More and more researchers, evaluators, and policy makers are recognizing that in order to best understand the factors precipitating, supporting, and prohibiting intimate violence against women, we must often gather information directly from battered women themselves. Such data collection, however, is not without its risks to the women involved in such studies. It is important that researchers and evaluators consider ethical issues, especially but not limited to those related to safety and confidentiality, before attempting to gather information either directly from battered women or through their records or files. This article provides a number of practical strategies and protocols that have been used successfully when gathering sensitive information from and about women with abusive partners.     

Evaluating The Bush Menu for Change in the Middle East

These contributions were presented at a roundtable of the Conference Group on the Middle East, "Evaluating the Bush Menu for Change in the Middle East," at the American Political Science Association Annual Meeting, Chicago, September 5, 2004.     

Learning masculinities and femininities: power/knowledge and legitimate peripheral participation

This paper takes up my previous work [Women's Stud. Int. Forum 26 (2003b) 69] considering how masculinities and femininities can be regarded as local communities of practice. In particular, I focus on how the legitimate participation of children in adult communities of masculinity and femininity takes place within gendered power/knowledge relations. My main concern in this paper is the process of legitimation of participation in communities of masculinity and femininity practice. I examine this through a number of examples, including the medical appropriation of the process of gender assignment of intersex babies.Masculinity and femininity are intimately connected with power/knowledge. One aspect of the hegemonic processes that establish sex differences as important is the naturalization of the development and awareness of differences between males and females as part of early child development. To sustain gendered power/knowledge relations, we require our boys and girls to behave differently from birth and consciously or unconsciously reward them for this. In this paper, I tease out the relationship between power/knowledge, legitimation, and the learning of masculine and feminine roles within communities of practice.