This thesis draws on student testimony, curriculum analysis, and statistical tests to explore 1) the degree to which gender, financial aid status, and race/ethnicity correlate with student perceptions of Intro to IR course content and 2) the degree to which students conceptualize IR as interrelated with social identities, as opposed to an abstracted state-centric discipline.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:pomona_theses-1122 |
| Date | 01 January 2014 |
| Creators | Sundback, Nick |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Pomona Senior Theses |
| Rights | © 2014 Nick Sundback |
Page generated in 0.009 seconds