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During the First World War in Britain, women were exhorted to rally to the nation's need and to train as doctors. A number of the London medical schools opened their doors to female students for the first time. After the war, several of these schools reverted to their former status as exclusively male institutions. This article looks at these events in some detail, focusing on the controversies over co‐education in medicine and attempting to unravel some of the issues and politics involved. It is suggested that the gender politics which characterise these debates illuminate our understanding of the social history of work cultures and masculinity in the period.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- List of Images -- Political Worlds of Women: Introduction -- Strategies of Political Analysis -- Comparative Assessment -- Multilevel Analysis -- Feminist Theorizing in Context -- Tracing Historical Change -- Expanding Political Frames -- From Individual and Institutional Analysis to Structures of Oppression -- Chapter Overview -- I. Political Leadership, Gendered Institutions, and the Politics of Exclusion -- Women in Executive Offices -- Women in National Legislatures -- Explaining Women's Continuing Absence -- Gendered Institutions and the Politics of Exclusion: Historical Precedents -- Body Politics in the American and French Revolutions -- The Consolidation of Separate Spheres -- Political Parties and the Politics of Exclusion: Contemporary Practices -- Conclusion -- II. From Demography to Development: Women's Worlds and the Politics of Knowledge -- Global Gender Demographics -- Life Expectancy -- Gender Ratios -- Marriage and Divorce -- Pregnancy and Childbearing -- Women's Labor -- Migration -- War and Displacement -- Development -- Modernization Theory as Policy Practice -- Gender and Gendering in Development Policies -- Women and Development: Reproduction and "Welfare" -- Women in Development: The Virtues of Waged Labor in the Formal Sector -- Gender and Development -- Sustainable Development -- Conclusion -- III. Producing Raced-Gendered Citizens -- Liberty, Equality, and Citizenship: Classical Liberal Presumptions -- The Political Demarcation of Public and Private Spheres -- Producing Raced-Gendered Citizens -- Birthright and Its Suspension -- Miscegenation Laws: Crafting the Complexion of Citizens -- Immigration -- The Discursive Production of Raced-Gendered Citizens -- Welfare Policy -- Biopower -- Conclusion

This study examined the first-year intercultural communication experiences of Indonesian Ph.D. Muslim women students in the United States as their identity negotiation. The following questions were addressed using Ting Toomey's intercultural communication theory: What problems do Indonesian Ph.D. Muslim women students face in their new environment in the United States? How do they use intercultural communication as an adaptive strategy? And, to what extent can this intercultural communication skill affect their academic achievement as international students? Using an ethnographic approach, data were obtained through online observations and interviews via WhatsApp and Skype video calls with 11 Indonesian Ph.D. Muslim women students regarding their first-year experiences in the United States. According to the findings of this study, their ability in intercultural communication in their first year becomes the primary capital for their lives during their stay to complete their study. Their experience has turned into knowledge, motivation, and skills that turn out to be beneficial in facing challenges.

We investigate experiences of misrecognition through comparative focus groups with headscarf-wearing Muslim women students in France (N = 46) and in the Netherlands (N = 32). In both countries, women reported experiencing misrecognition across four interrelated dimensions: (1) totalising misrecognition, having their Muslim identity highlighted at the expense of other group affiliations; (2) membership misrecognition, having their national belonging denied; (3) content misrecognition, having negative characteristics associated with their religious identity, and (4) invisibility, having their voices unheard in society and/or their identities excluded from (public) professions. Participants conceptualised misrecognition as a product of deficient intergroup (Muslims vs. non-Muslims) contact and as being worse in France. French women felt relatively more invisible in the public sphere than their Dutch counterparts and perceived politicians across the political spectrum as an important source of misrecognition. These findings suggest that misrecognition is present in Europe, and potentially worse in France, raising the question about what measures might be taken to counter this form of group-based exclusion.

We investigate experiences of misrecognition through comparative focus groups with headscarf-wearing Muslim women students in France (N = 46) and in the Netherlands (N = 32). In both countries, women reported experiencing misrecognition across four interrelated dimensions: (1) totalising misrecognition, having their Muslim identity highlighted at the expense of other group affiliations; (2) membership misrecognition, having their national belonging denied; (3) content misrecognition, having negative characteristics associated with their religious identity, and (4) invisibility, having their voices unheard in society and/or their identities excluded from (public) professions. Participants conceptualised misrecognition as a product of deficient intergroup (Muslims vs. non-Muslims) contact and as being worse in France. French women felt relatively more invisible in the public sphere than their Dutch counterparts and perceived politicians across the political spectrum as an important source of misrecognition. These findings suggest that misrecognition is present in Europe, and potentially worse in France, raising the question about what measures might be taken to counter this form of group-based exclusion. ; This research is part of the project "Misrecognising Minorities in Europe" (MisMiE) funded by the Volkswagen Foundation (Grant number 94 788), led by Andreas Zick and Stephen Reicher and coordinated by Arin H. Ayanian and Yaatsil Guevara Gonzalez. The Foundation played no role in the research design, execution, analysis, interpretation and reporting. ; reviewed ; acceptedVersion