Where Are the Women? Accounting for Discrepancies in Female Doctorates in U.S. Geography

Although there have been noticeable improvements in recent years, geography continues to be a predominantly male discipline. The percentage of women receiving PhDs in geography has tracked lower than the U.S. average of female PhDs. Previous studies of women's contribution to geography have focused on personal accounts or on the study of some of the most prominent practitioners, with a few studies using basic data on PhDs awarded and Association of American Geographers membership to determine trends. This article provides a comprehensive overview of doctoral degrees in geography by gender, over time, and across all universities in the United States by examining an alternative database, that of doctoral dissertations. The analysis yields three separate types of results. First, historical and contemporary variations among U.S. universities are examined. Second, data indicate that male and female doctoral students differ in the sex of their advisor. Third, a simple regression model explains some of the discrepancies in the proportion of female doctoral students by department. In sum, this article provides a comprehensive empirical study of the factors that might contribute to the continued disparities in female doctoral students in geography.     

国际上的政治地理学研究进展与启示————对《Political Geography》杂志2005-2015年载文的分析

通过对国际上的政治地理学旗舰性杂志《Political Geography》2005-2015年期间391篇成果的分析,总结出国际政治地理学研究的主要研究议题为:边境与边界,环境政治,空间与尺度,领土和主权以及安全问题,选举地理,社会和文化政治,其中空间与尺度,领土和主权以及安全问题,社会和文化政治几个方向研究成果占较大比例,而其他三个方向则相对较少.通过研究方法分析发现,国际政治地理学主要采用定性分析的方法,尤其是民族志和文本分析的方法,定量分析的使用存在一定的局限性.最后,从该杂志的研究对象和研究机构两个方面的分析归纳出:欧美主导的发达国家(尤其是英国和美国)对世界政治地理学话题的学术霸权与世界南,北差异发展具有一定的相关性.在中国综合国力日渐增强,参与国际事务能力不断提高以及作为新兴的地缘政治力量崛起的社会历史背景下,政治地理学经世致用之能亟待被展现.因此,中国政治地理学发展作为发展中国家的声音势必将越来越洪亮.     

褚亚平先生的学术思想与主要贡献

褚亚平先生是中国著名的地理教育学家和地名学家.他长期从事地理教育研究与实践,完善了中学地理教学法学科体系,创造性的提出地理教材"三系统"理论,提出以学生为本,促进学生全面发展与深入教学研究,培养高质量师资队伍并行的地理教育理论,他对地理教育的研究成果推动了中国地理教育学的发展.他重视地名研究与管理人才培养,撰写专著力图构建地名学的基础理论,并对新时期地名管理,地名规划,地名商品化等问题提出自己的看法.     

The Legacy of Jedidiah Morse in Early American Geography Education: Forgotten and/or Forgettable Geographer?

Despite numerous and significant writings by historians of geography and biographers from other disciplines, and his authorship of the first geography textbooks written in and for the new American republic, most geographers are largely unaware of the contributions of Jedidiah Morse in academic geography. Writings about Morse suggest that he had alienated himself from many of his contemporaries early in his career through his authoritarian brand of Calvinistic republicanism, a perceived contradiction of that style with his entrepreneurial ambitions, his role in the controversial Bavarian Illuminati, and a dispute with a noted New England historian. But subsequent, broader intellectual movements sealed Morse's fate as a forgotten geographer (to most), including the end of the Second Great Awakening, Transcendentalism, Darwinism, and the “new,” process‐based geographical thinking inspired by Carl Ritter, Alexander von Humboldt, and Arnold Guyot. Regardless of the reasons for Morse's lost legacy, his contributions to geographical education are important and should be remembered.     

Recent Trends in Geography Education in Louisiana

Geography at elementary and middle schools in Louisiana, USA., remains a social studies strand along with civics, economics, and history, with no state-required geography course at any level. But because schools may require more geography than the state standard, this research examines the extent to which K–12 students are exposed to geography in Louisiana, using an electronic survey and an interview with state department of education officials. Results suggest that geography remains underemphasized, but the 2011 implementation of new social studies standards, the Advanced Placement Human Geography course, and other initiatives offer promise for more geographically literate Louisiana citizens.     

Hispanic Immigrants' Vulnerabilities to Flood and Hurricane Hazards in Two United States Metropolitan Areas

Research reveals that disasters are disproportionately debilitating for marginalized social groups. Numerous studies have examined racial/ethnic dimensions of disaster vulnerability, but few have focused on Hispanic immigrants. More research on Hispanic immigrants is needed, since they constitute a major component of the Hispanic population—the largest and fastest‐growing minority group in the U.S.—and because they experience distinctive cultural and immigration status disadvantages. We examine the flood/hurricane vulnerabilities of Hispanic immigrants in comparison to U.S.–born Hispanics and non‐Hispanic whites. Using mixed methods to analyze data from 429 surveys and 31 interviews with residents living in flood zones, we examine differences in self‐protective action, risk perception, and hazard knowledge between the three groups in Houston and Miami. Hispanic immigrants exhibited lower levels of self‐protection and hazard knowledge, and higher perceptions of risk, which reflects their heightened vulnerability. Risk‐reduction programs should target the particular vulnerabilities of Hispanic immigrants, and future studies should examine their vulnerabilities in other contexts.     

Meeting the Challenge of Systemic Change in Geography Education: Lucy Sprague Mitchell’s Young Geographers

The history of K–12 geography education has been characterized by recurrent high hopes and dashed expectations. There have, however, been moments when the trajectory of geography education might have changed to offer students the opportunity to develop a thorough working knowledge of geography. Lucy Sprague Mitchell’s geography program developed in the 1920s and 1930s was brilliant in its conception and execution but it did not lead to large-scale systemic change. Analyzing the origins, development, and outcome of her program suggests the conditions that facilitate and inhibit systemic change, and therefore perhaps we can learn to capitalize on comparable moments in the future.     

The Pedagogical Benefits of SimCity in Urban Geography Education

This article investigated the pedagogical potential of the SimCity simulation game in an urban geography course. University students used SimCity to build their own cities and applied a wide range of theories to support their urban structures. Moreover, the students critically evaluated the logic and functioning of the SimCity simulation compared to real-world contexts and urban geography principles. The students believed the SimCity activity provided them with opportunities to promote their geographic creativity, resulting in diverse, unique, and interesting cities. The findings demonstrate that the use of SimCity can be an effective tool for geography education.     

Revisiting the death of geography in the era of Big Data: the friction of distance in cyberspace and real space

Many scholars have argued that the importance of geographic proximity in human interactions has been diminished by the use of the Internet, while others disagree with this argument. Studies have noted the distance decay effect in both cyberspace and real space, showing that interactions occur with an inverse relationship between the number of interactions and the distance between the locations of the interactors. However, these studies rarely provide strong evidence to show the influence of distance on interactions in cyberspace, nor do they quantify the differences in the amount of friction of distance between cyberspace and real space. To fill this gap, this study used massive amounts of social media data (Twitter) to compare the influence of distance decay on human interactions between cyberspace and real space in a quantitative manner. To estimate the distance decay effect in both cyberspace and real space, the distance decay function of interactions in each space was modeled. Estimating the distance decay in cyberspace in this study can help predict the degree of information flow across space through social media. Measuring how far ideas can be diffused through social media is useful for users of location-based services, policy advocates, public health officials, and political campaigners.     

Measured and perceived visual complexity: a comparative study among three online map providers

We present a study on human perception of map complexity, with the objective of better understanding design decisions that may lead to undesirable levels of complexity in web maps. We compare three complexity metrics to human ratings of complexity obtained through a user survey. Specifically, we use two algorithmic approaches published by others, which measure feature congestion (FC) and subband entropy (SE), as well as our own approach of counting object types rather than individual objects. We compare these metrics with each other as well as with human complexity ratings for three maps of the same area from map providers Google Maps, Bing Maps, and OpenStreetMap. Each map design is assessed at three different scales (levels of detail). We find that (1) the FC and SE metrics appear to be adequate predictors of what humans consider complex; (2) object-type counts are slightly less successful at predicting human-rated complexity, implying that clutter is more important in perceived complexity than diversity of symbology; and (3) generalization choices do impact human complexity ratings. These findings contribute to our understanding of what makes a map complex, with implications for designing maps that are easy to use.