Gina Schouten
Biographic Data
| ID | 3873535 |
|---|---|
| NAME | Gina Schouten |
| GIVEN NAMES | Gina |
| FAMILY NAME | Schouten |
| SIGNATURE | SCHOUTEN G |
| AFFILIATIONS | Harvard University |
| ORCID | 0000-0002-7615-9320 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The Philosophy and Politics of Liberal Feminism
Can liberalism underpin a feminism worthy of the name? The prevailing answer seems to be no. Yet feminist critics of liberalism still do not engage fully with liberalism's most promising feminist articulations. This article considers arguments from prominent feminist thinkers who persist in their conviction that liberalism is inadequate for feminism. I argue that liberalism is feminist in its vision of social justice and-more significantly-in its…
Reply to Bhandary, Fowler, Laden, Quong, and Weithman
Précis: Liberalism, neutrality, and the gendered division of labor
The case for egalitarian consciousness raising in higher education
Political liberalism and autonomy education: Are citizenship-based arguments enough?
On meeting students where they are: Teacher judgment and the use of data in higher education
It is treated as a truism that teaching well requires ‘meeting students where they are’. Data enable us to know better where that is. Data can improve instructional practice by informing predictions about which pedagogies will be most successful for which students, and it can improve advising practice by informing predictions about which students are likely to thrive on which pathways moving forward. But moral hazards lurk, and these have been hi…
Fetuses, Orphans, and a Famous Violinist: On the Ethics and Politics of Abortion
Philosophy in Schools: Can Early Exposure Help Solve Philosophy's Gender Problem
In this article, I explore a new reason in favor of precollegiate philosophy: It could help narrow the persistent gender disparity within the discipline. I catalog some of the most widely endorsed explanations for the underrepresentation of women in philosophy and argue that, on each hypothesized explanation, precollegiate philosophy instruction could help improve our discipline's gender balance. Explanations I consider include stereotype threat,…
The relationship between philosophy and evidence in education
This article explores the ways that philosophy and evidence interact in the exploration of normative questions in philosophy of education. First, the authors provide a description of reflective equilibrium, a central method in normative philosophizing. They proceed to describe three tasks of normative philosophy, each of which requires engagement with empirical evidence, albeit in different ways: identifying values, assessing institutional arrang…
The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair, for the Philosopher's Classroom
According to Stereotype Threat Hypothesis (STH), fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high‐stakes testing scenarios in science, technology, engineering, and math (STEM) courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math‐intensive disciplines. STH is thought by many t…
Citizenship, reciprocity, and the gendered division of labor: A stability argument for gender egalitarian political interventions
Despite women’s increased labor force participation, household divisions of labor remain highly unequal. Properly implemented, gender egalitarian political interventions such as work time regulation, dependent care provisions, and family leave initiatives can induce families to share work more equally than they currently do. But do these interventions constitute legitimate uses of political power? In this article, I defend the political legitimac…
Restricting Justice: Political Interventions in the Home and in the Market
Liberal theorists of justice like John Rawls have long maintained that a theory of justice should apply primarily to the institutional mechanisms of society, and only derivatively to the behavior of individuals within institutions. Institutions of taxation, for example, may be just or unjust by the lights of a theory of justice, but such a theory should deem the behavior of individuals unjust only insofar as that behavior undermines just institut…
Educational Justice: Closing Gaps or Paying Debts?
The question of our educational obligations to disadvantaged students has typically been conceptualized using the language of achievement gaps: how and to what extent should we ameliorate gaps between students in terms of their attainment of certain valuable outcomes that are correlated with education? Recently, some have argued that the language of achievement gaps is misconceived and problematic, and that we should instead conceptualize our obl…
Fair Educational Opportunity and the Distribution of Natural Ability: Toward a Prioritarian Principle of Educational Justice
Restricting Justice: Political Interventions in the Home and in the Market
Liberal theorists of justice like John Rawls have long maintained that a theory of justice should apply primarily to the institutional mechanisms of society, and only derivatively to the behavior of individuals within institutions. Institutions of taxation, for example, may be just or unjust by the lights of a theory of justice, but such a theory should deem the behavior of individuals unjust only insofar as that behavior undermines just institut…
Fair Educational Opportunity and the Distribution of Natural Ability: Toward a Prioritarian Principle of Educational Justice
Citizenship, reciprocity, and the gendered division of labor: A stability argument for gender egalitarian political interventions
Despite women’s increased labor force participation, household divisions of labor remain highly unequal. Properly implemented, gender egalitarian political interventions such as work time regulation, dependent care provisions, and family leave initiatives can induce families to share work more equally than they currently do. But do these interventions constitute legitimate uses of political power? In this article, I defend the political legitimac…
The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair, for the Philosopher's Classroom
According to Stereotype Threat Hypothesis (STH), fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high‐stakes testing scenarios in science, technology, engineering, and math (STEM) courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math‐intensive disciplines. STH is thought by many t…
Educational Justice: Closing Gaps or Paying Debts?
The question of our educational obligations to disadvantaged students has typically been conceptualized using the language of achievement gaps: how and to what extent should we ameliorate gaps between students in terms of their attainment of certain valuable outcomes that are correlated with education? Recently, some have argued that the language of achievement gaps is misconceived and problematic, and that we should instead conceptualize our obl…
Fair Educational Opportunity and the Distribution of Natural Ability: Toward a Prioritarian Principle of Educational Justice
Restricting Justice: Political Interventions in the Home and in the Market
Liberal theorists of justice like John Rawls have long maintained that a theory of justice should apply primarily to the institutional mechanisms of society, and only derivatively to the behavior of individuals within institutions. Institutions of taxation, for example, may be just or unjust by the lights of a theory of justice, but such a theory should deem the behavior of individuals unjust only insofar as that behavior undermines just institut…
The relationship between philosophy and evidence in education
This article explores the ways that philosophy and evidence interact in the exploration of normative questions in philosophy of education. First, the authors provide a description of reflective equilibrium, a central method in normative philosophizing. They proceed to describe three tasks of normative philosophy, each of which requires engagement with empirical evidence, albeit in different ways: identifying values, assessing institutional arrang…
The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair, for the Philosopher's Classroom
According to Stereotype Threat Hypothesis (STH), fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high‐stakes testing scenarios in science, technology, engineering, and math (STEM) courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math‐intensive disciplines. STH is thought by many t…
Citizenship, reciprocity, and the gendered division of labor: A stability argument for gender egalitarian political interventions
Despite women’s increased labor force participation, household divisions of labor remain highly unequal. Properly implemented, gender egalitarian political interventions such as work time regulation, dependent care provisions, and family leave initiatives can induce families to share work more equally than they currently do. But do these interventions constitute legitimate uses of political power? In this article, I defend the political legitimac…
Philosophy in Schools: Can Early Exposure Help Solve Philosophy's Gender Problem
In this article, I explore a new reason in favor of precollegiate philosophy: It could help narrow the persistent gender disparity within the discipline. I catalog some of the most widely endorsed explanations for the underrepresentation of women in philosophy and argue that, on each hypothesized explanation, precollegiate philosophy instruction could help improve our discipline's gender balance. Explanations I consider include stereotype threat,…
On meeting students where they are: Teacher judgment and the use of data in higher education
It is treated as a truism that teaching well requires ‘meeting students where they are’. Data enable us to know better where that is. Data can improve instructional practice by informing predictions about which pedagogies will be most successful for which students, and it can improve advising practice by informing predictions about which students are likely to thrive on which pathways moving forward. But moral hazards lurk, and these have been hi…
Fetuses, Orphans, and a Famous Violinist: On the Ethics and Politics of Abortion
Political liberalism and autonomy education: Are citizenship-based arguments enough?
The case for egalitarian consciousness raising in higher education
Reply to Bhandary, Fowler, Laden, Quong, and Weithman
Précis: Liberalism, neutrality, and the gendered division of labor
The Philosophy and Politics of Liberal Feminism
Can liberalism underpin a feminism worthy of the name? The prevailing answer seems to be no. Yet feminist critics of liberalism still do not engage fully with liberalism's most promising feminist articulations. This article considers arguments from prominent feminist thinkers who persist in their conviction that liberalism is inadequate for feminism. I argue that liberalism is feminist in its vision of social justice and-more significantly-in its…
Sociology (11 works) · Political science (10 works) · Law (9 works) · Political Philosophy and Ethics (9 works) · Feminist Epistemology and Gender Studies (6 works) · Philosophy (6 works) · Epistemology (5 works) · Law and economics (5 works) · Politics (5 works) · Psychology (5 works)