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Gender, Course Content (Domestic or International), and the Statecraft Simulation.

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Title: Gender, Course Content (Domestic or International), and the Statecraft Simulation.
Authors: Kaftan, Joanna1 kaftanj@uhd.edu, Linantud, John1
Source: Journal of Political Science Education. Oct-Dec2025, Vol. 21 Issue 4, p789-801. 13p.
Subject Terms: *Simulation games in education, *Grading of students, *Student assignments, *Classrooms, Political science
Abstract: While turn-based simulations such as Statecraft have been shown to be engaging and effective in the classroom, less is known about whether outcomes differ by gender. Even less is known about whether course focus—domestic or international—affects student performance differently by gender. This study examines two sources of data: 1. institutional data for GPA (political science graduates) as well as final grades for both domestic and international content courses and 2. final course grades, the average of multiple-choice exams, and scores on final written assignments from POLS 33XX Introduction to IR courses with and without the online simulation Statecraft. The results show that while the GPAs of political science majors do not differ by gender, men outperform women in political science courses with international content. This is true even when controlling for a political science major. In addition, Statecraft significantly increased final grade averages in POLS 33XX Introduction to IR for both men and women when compared to non-Statecraft sections. However, men, on average, continued to score higher on final grades, average exam scores, and major written assignments regardless of Statecraft use. Pedagogical interventions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Gender, Course Content (Domestic or International), and the Statecraft Simulation.
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  Data: <searchLink fieldCode="AR" term="%22Kaftan%2C+Joanna%22">Kaftan, Joanna</searchLink><relatesTo>1</relatesTo><i> kaftanj@uhd.edu</i><br /><searchLink fieldCode="AR" term="%22Linantud%2C+John%22">Linantud, John</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Political+Science+Education%22">Journal of Political Science Education</searchLink>. Oct-Dec2025, Vol. 21 Issue 4, p789-801. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Simulation+games+in+education%22">Simulation games in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+assignments%22">Student assignments</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Political+science%22">Political science</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: While turn-based simulations such as Statecraft have been shown to be engaging and effective in the classroom, less is known about whether outcomes differ by gender. Even less is known about whether course focus—domestic or international—affects student performance differently by gender. This study examines two sources of data: 1. institutional data for GPA (political science graduates) as well as final grades for both domestic and international content courses and 2. final course grades, the average of multiple-choice exams, and scores on final written assignments from POLS 33XX Introduction to IR courses with and without the online simulation Statecraft. The results show that while the GPAs of political science majors do not differ by gender, men outperform women in political science courses with international content. This is true even when controlling for a political science major. In addition, Statecraft significantly increased final grade averages in POLS 33XX Introduction to IR for both men and women when compared to non-Statecraft sections. However, men, on average, continued to score higher on final grades, average exam scores, and major written assignments regardless of Statecraft use. Pedagogical interventions are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/15512169.2024.2447061
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      – Code: eng
        Text: English
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      – SubjectFull: Simulation games in education
        Type: general
      – SubjectFull: Grading of students
        Type: general
      – SubjectFull: Student assignments
        Type: general
      – SubjectFull: Classrooms
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      – SubjectFull: Political science
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              Text: Oct-Dec2025
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