Societal Violence against Women and National Insecurity: An Evaluation Study of Teaching a Gendered Security Perspective (original) (raw)
Societal violence against women breeds national insecurity through pervasive discrimination and abuse. This dissertation examined the manifestations and effects of societal violence against women; hypothesized that security practitioners who are educated in gendered security can positively affect this problem of practice; and evaluated the knowledge, motivation, and organizational (KMO) factors that impede the organization of study’s faculty from teaching a gendered perspective in security studies. The organization of study is a U.S. regional center that seeks to advance security cooperation through executive education. An explanatory sequential mixed methods research design was used in this project. Data collection included document analysis and faculty survey, focus group interviews, and observations of teaching. Research question one asked, What KMO influences bear on the faculty’s ability to teach a gendered perspective in security studies? Ten themes emerged that impede the faculty from teaching gendered security. Findings contend that the faculty lack knowledge and motivation to teach gendered security, and the organization lacks cultural models and settings to institutionalize the teaching of the topic. The New World Kirkpatrick Model is the program implementation and evaluation framework for this study. Recommendations and plans are informed by research findings and answer the second research question: What recommended solutions will close the KMO gaps that affect the faculty’s ability to teach a gendered perspective in security studies? Ten actions are presented as a recurring training program to achieve the goal of the faculty teaching a gendered security perspective.
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