
Christine Min Wotipka
Associate Professor (Teaching) of Education and, by courtesy, of Sociology
Graduate School of Education
Web page: https://ed.stanford.edu/faculty/cwotipka
Bio
Christine Min Wotipka is Associate Professor (Teaching) of Education and (by courtesy) Sociology and Director of the Master’s Programs in International Comparative Education (ICE) and International Education Policy Analysis (IEPA) at the Stanford Graduate School of Education. Dr. Wotipka is co-Resident Fellow and Co-Founder of EAST House -- the Equity, Access, & Society Theme House.
Dr. Wotipka’s research centers around two main themes examined from cross-national and longitudinal approaches. One line of work seeks to understand how marginalized groups and topics have been incorporated into school textbooks. Another contributes to the comparative scholarship in gender, diversity, leadership, and higher education. Her articles have appeared in Social Forces, Sociology of Education, Gender & Society, American Journal of Education, AERA Open, Journal of LGBT Youth, Comparative Education Review, Compare, Comparative Education, and International Journal of Comparative Sociology.
From 2012-2016, Dr. Wotipka served as Director of the Program in Feminist, Gender, and Sexuality Studies at Stanford University. In 2019, she was elected to the Stanford Faculty Senate and after serving on the Committee on Committees, was a member of the Steering Committee in 2020-2021. Dr. Wotipka is affiliated with numerous programs and centers on campus, including Asian American Studies, Center for Comparative Studies in Race and Ethnicity, Center for South Asia, and the Public Policy Program.
Dr. Wotipka earned her BA (summa cum laude) in International Relations and French at the University of Minnesota-Twin Cities, and MA in Sociology and PhD in International Comparative Education at Stanford University. Prior to joining the faculty at Stanford in 2006, she was a visiting assistant professor/global fellow at the University of California, Los Angeles, and an assistant professor at the University of Minnesota-Twin Cities. Between her undergraduate and graduate studies, she proudly served as a United States Peace Corps volunteer in rural northeast Thailand and worked in the Republic of Korea at an economic research firm. Among her professional activities, Dr. Wotipka has consulted on girls education policies for the Ministry of Education in Afghanistan.
Academic Appointments
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Associate Professor (Teaching), Graduate School of Education
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Associate Professor (Teaching) (By courtesy), Sociology
Administrative Appointments
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Director, ICE/IEPA Master’s Programs, Graduate School of Education, Stanford University (2007 - Present)
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Director, Program in Feminist, Gender, and Sexuality Studies, Stanford University (2012 - 2016)
Boards, Advisory Committees, Professional Organizations
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Co-Founder and Co-Resident Fellow, Equity, Access, & Society Theme (EAST) House (2021 - Present)
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Faculty Affiliate, Center for South Asia (2021 - Present)
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Member, Faculty Advisory Board, Leland Scholars Program (2021 - Present)
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Member, Inclusion Council, Graduate School of Education (2021 - Present)
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Member, Junior Experience Working Group, Office of the Vice Provost for Undergraduate Education and Office of the Vice Provost for Student Affairs (2021 - Present)
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Member, Executive Committee, Public Policy Program (2020 - Present)
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Member, Faculty Advisory Board, Handa Center for Human Rights and International Justice (2019 - Present)
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Member, Stanford Faculty Senate (Committee on Committees, 2019-20 and Steering Committee, 2020-2021) (2019 - 2021)
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Co-Chair and Member, Human Rights Section Membership Committee, American Sociological Association (2018 - Present)
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Member, Advisory Council, Gender and Education Standing Committee, Comparative and International Education Society (2018 - Present)
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Consultant, Girls Education Policy, Ministry of Education, Afghanistan (2018 - 2019)
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Expert Advisor, “Educating for the Future” for the Yidan Prize Foundation, the Economist Intelligence Unit (2018 - 2019)
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Member, International Relations Committee, American Educational Research Association (2017 - 2020)
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Member, Board of Directors, The Stanford Faculty Club (2016 - Present)
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Member, Editorial Board, Sociology of Education, an official journal of the American Sociological Association (2015 - 2018)
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Member, Core Affiliated Faculty Committee, Center for Comparative Studies in Race and Ethnicity, Stanford University (2014 - Present)
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Member, Program Committee, Asian American Studies, Stanford University (2013 - Present)
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Member, Faculty Advisory Council, Program on Social Entrepreneurship, Center on Democracy, Development, and the Rule of Law, Freeman Spogli Institute for International Studies, Stanford University (2011 - Present)
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Member, Program Committee, Program in Feminist, Gender, and Sexuality Studies, Stanford University (2010 - Present)
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Co-Founder and Co-Resident Fellow, Education and Society Theme (EAST) House (2010 - 2021)
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Member, Steering Committee, Faculty Women’s Forum, Stanford University (2010 - 2016)
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Resident Fellow, East Asian Studies Theme (EAST) House (2006 - 2010)
Program Affiliations
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Center for Human Rights and International Justice
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Feminist, Gender, and Sexuality Studies
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Public Policy
Professional Education
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PhD, Stanford University, International Comparative Education
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MA, Stanford University, Sociology
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BA, University of Minnesota - Twin Cities, International Relations & French (summa cum laude)
Research Interests
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Civic Education
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Diversity and Identity
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Gender Issues
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Higher Education
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International and Comparative Education
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Research Methods
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Sociology
Current Research and Scholarly Interests
Christine Min Wotipka is Associate Professor (Teaching) of Education and (by courtesy) Sociology and Director of the Master’s Programs in International Comparative Education (ICE) and International Education Policy Analysis (IEPA) at the Stanford Graduate School of Education.
Dr. Wotipka’s research centers around two main themes examined from cross-national and longitudinal approaches. One line of work seeks to understand how marginalized groups and topics have been incorporated into school textbooks. Another contributes to the comparative scholarship in gender, diversity, leadership, and higher education. Her articles have appeared in Social Forces, Sociology of Education, Gender & Society, American Journal of Education, AERA Open, Journal of LGBT Youth, Comparative Education Review, Compare, Comparative Education, and International Journal of Comparative Sociology.
Having served as co-Resident Fellow at EAST House since 2006, Dr. Wotipka co-founded the Education and Society Theme (EAST) House – a living-learning space for undergraduates interested in education research, policy, activism, and teaching – in 2010. Starting in the 2021–2022 academic year, EAST House is broadening its theme to become the Equity, Access, & Society Theme House.
In addition to the applied research methods seminars she leads for her master’s students, Dr. Wotipka also teaches “Gender and Education in Global and Comparative Perspectives” and “Gender and Higher Education: National and International Perspectives,” which are cross-listed in Education; Sociology; and Feminist, Gender, and Sexuality Studies.
From 2012-2016, Dr. Wotipka served as Director of the Program in Feminist, Gender, and Sexuality Studies at Stanford University. In 2019, she was elected to the Stanford Faculty Senate and after serving on the Committee on Committees, was a member of the Steering Committee in 2020-2021. Dr. Wotipka is affiliated with numerous programs and centers on campus, including Asian American Studies, Center for Comparative Studies in Race and Ethnicity, Center for South Asia, and the Public Policy Program.
Dr. Wotipka earned her BA (summa cum laude) in International Relations and French at the University of Minnesota-Twin Cities, and MA in Sociology and PhD in International Comparative Education at Stanford University. Prior to joining the faculty at Stanford in 2006, she was a visiting assistant professor/global fellow at the University of California, Los Angeles, and an assistant professor at the University of Minnesota-Twin Cities. Between her undergraduate and graduate studies, she proudly served as a United States Peace Corps volunteer in rural northeast Thailand and worked at an economic research firm in the Republic of Korea. Among her professional activities, Dr. Wotipka has consulted on girls education policies for the Ministry of Education in Afghanistan.
Projects
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Diversity among the Ranks of University and College Presidents: Trends and Explanations, Stanford University
Location
Stanford University
Collaborators
- Daniel Scott Smith, Graduate School of Education
- Hannah D'Apice, Graduate School of Education
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The Diversity-affirming Organizational Structures and Environments (DOSE) Index, Stanford University
Location
485 Lasuen Mall, Stanford, CA 95405 USA
Collaborators
- Daniel Scott Smith, Graduate School of Education
- Hannah D'Apice, Graduate School of Education
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Cross-National Analyses of Gender and Tertiary Degree Graduates in Science, Technology, Engineering, and Math, 1998–2018, Stanford University
Location
Stanford, CA
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Postliberalism and Women's Participation in Public Life, Stanford University
Location
Stanford, CA
2021-22 Courses
- Applied Research Methods in International and Comparative Education I: Introduction
EDUC 206A (Aut) - Applied Research Methods in International and Comparative Education II: Master's Paper Proposal
EDUC 206B (Win) - Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop
EDUC 206D (Sum) - Gender and Higher Education: National and International Perspectives
EDUC 173, EDUC 273, FEMGEN 173, SOC 173, SOC 273 (Spr) -
Independent Studies (17)
- Capstone Project: Human Rights Minor
HUMRTS 199 (Aut, Win, Spr) - Curricular Practical Training
EDUC 437 (Aut, Win, Spr, Sum) - Directed Reading
ASNAMST 200W (Win, Spr) - Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading
FEMGEN 195 (Aut, Spr) - Directed Reading
INTLPOL 299 (Win) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Graduate Independent Study
FEMGEN 395 (Win, Spr) - Honors Research
EDUC 140 (Aut, Win, Spr) - Honors Work
FEMGEN 105 (Aut, Win, Spr) - Internship in Feminist Studies
FEMGEN 108 (Aut, Win, Spr) - Master's Thesis
EDUC 185 (Aut, Win, Sum) - Practicum
EDUC 470 (Aut, Win, Spr, Sum) - Senior Research
PUBLPOL 199 (Spr) - Supervised Internship
EDUC 380 (Aut, Win, Spr, Sum)
- Capstone Project: Human Rights Minor
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Prior Year Courses
2020-21 Courses
- Applied Research Methods in International and Comparative Education I: Introduction
EDUC 206A (Aut) - Applied Research Methods in International and Comparative Education II: Master's Paper Proposal
EDUC 206B (Win) - Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop
EDUC 206D (Sum)
2019-20 Courses
- Applied Research Methods in International and Comparative Education I: Introduction
EDUC 206A (Aut) - Applied Research Methods in International and Comparative Education II: Master's Paper Proposal
EDUC 206B (Win) - Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop
EDUC 206D (Sum) - Gender and Education in Global and Comparative Perspectives
EDUC 197, FEMGEN 297, SOC 134 (Spr)
2018-19 Courses
- Applied Research Methods in International and Comparative Education I: Introduction
EDUC 206A (Aut) - Applied Research Methods in International and Comparative Education II: Master's Paper Proposal
EDUC 206B (Win) - Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop
EDUC 206D (Sum) - Gender and Higher Education: National and International Perspectives
EDUC 173, EDUC 273, FEMGEN 173, SOC 173, SOC 273 (Spr)
- Applied Research Methods in International and Comparative Education I: Introduction
Stanford Advisees
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Master's Program Advisor
Maria Jose Alvarez Vidana, Alejandra Arvizu Fernandez, Bruna Barbosa Pecin, Francisco Castro, Renata Corrêa Gomes, Camille Fabo Njia, Jennifer Fortet, Allison Gross, Stefano Hollis, Abby Holst, Darlene Ineza, Julia Ishikawa, Risa Ninomiya, Becca Shipan, Bismah Tahir, Sara Vitral Rezende, Elvis Wu, Nina Yacher, Jingyue Zhang, Lara vilela -
Doctoral Dissertation Co-Advisor (AC)
Rosie Nelson -
Doctoral (Program)
Nooran Chharan, Hannah D'Apice, Rosie Nelson, Rachel Salia, Jieun Song
All Publications
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Women's participation and challenges to the liberal script: A global perspective
INTERNATIONAL SOCIOLOGY
2021
View details for DOI 10.1177/02685809211060911
View details for Web of Science ID 000729506200001
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CER Moderated Discussion on "'Participation Does Not Equal Voice": Gendered Experiences in an Academic and Professional Society
COMPARATIVE EDUCATION REVIEW
2021; 65 (3): 555-572
View details for DOI 10.1086/714990
View details for Web of Science ID 000660123200001
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"Participation Does Not Equal Voice": Gendered Experiences in an Academic and Professional Society
COMPARATIVE EDUCATION REVIEW
2021; 65 (3): 534-554
View details for DOI 10.1086/715115
View details for Web of Science ID 000660122700001
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Cross-National Variation in School Reopening Measures During the COVID-19 Pandemic
AERA Open
2021; 7 (1)
View details for DOI 10.1177/23328584211010180
- A Cross-National Analysis of Women Graduates with Tertiary Degrees in Science, Technology, Engineering, and Math, 1998–2018: Commonalities and Variations Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice Routledge. 2021: 13-26
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The status and agency of children in school textbooks, 1970–2012: a cross-national analysis
Compare: A Journal of Comparative and International Education
2021
View details for DOI 10.1080/03057925.2021.1976621
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Effect of LGBT anti-discrimination laws on school climate and outcomes for lesbian, gay, and bisexual high school students
Journal of LGBT Youth
2020
View details for DOI 10.1080/19361653.2020.1821276
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Students’ Understanding of the History of American Slavery: Differences by Race, Ethnicity, and Gender.
The Social Studies
2019; 110 (5): 220-236
View details for DOI 10.1080/00377996.2019.1630348
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Mothers’ gendered aspirations for their children: a case study of Forbesganj, Bihar
Compare: A Journal of Comparative and International Education
2019; 49 (3): 358-374
View details for DOI 10.1080/03057925.2017.1412252
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The Making of a Human Rights Issue: A Cross-National Analysis of Gender-Based Violence in Textbooks, 1950-2011
Gender & Society
2018
View details for DOI 10.1177/0891243218786686
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Global linkages, the higher education pipeline, and national contexts: The worldwide growth of women faculty, 1970–2012
International Journal of Comparative Sociology
2018; 59 (3): 212-238
View details for DOI 10.1177/0020715218780475
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The Worldwide Expansion of Early Childhood Care and Education, 1985–2010
American Journal of Education
2017; 123 (2): 307–339
View details for DOI 10.1086/689931
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The rise, removal, and return of women: gender representations in primary-level textbooks in Afghanistan, 1980–2010
Comparative Education
2017; 53 (4): 578-599
View details for DOI 10.1080/03050068.2017.1348021
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The Worldwide Incorporation of Women and Women's Rights Discourse in Social Science Textbooks, 1970-2008
COMPARATIVE EDUCATION REVIEW
2016; 60 (3): 501-529
View details for Web of Science ID 000380375600004
- International Students in Chinese Higher Education: Choices, Expectations, and Experiences by Region of Origin Global Perspectives and Local Challenges Surrounding International Student Mobility IGI Global. 2016: 153–178
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Learning from the Experiences of Women of Color in MentorNet’s One–on–One Program
Journal of Women and Minorities in Science and Engineering
2012; 18 (4): 315-335
View details for DOI 10.1615/JWomenMinorScienEng.2013004006
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History Transformed? Gender in the World War II Narratives in U.S. History Textbooks, 1956–2007
Femnist Formations
2011; 23 (3): 68–88
View details for DOI 10.1353/ff.2011.0037
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Globalization, citizenship, and education: the rise and spread of cosmopolitan, multicultural, and individual empowerment frames
REVISTA PERUANA DE INVESTIGACION EDUCATIVA
2009; 1 (1): 163–80
View details for Web of Science ID 000420573000007
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Global Human Rights and State Sovereignty: State Ratification of International Human Rights Treaties, 1965-2001
96th Annual Meeting of the American-Sociological-Association
WILEY-BLACKWELL. 2008: 724–54
View details for DOI 10.1111/j.1573-7861.2008.00092.x
View details for Web of Science ID 000262947900004
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WOMEN'S STUDIES AS A GLOBAL INNOVATION
WORLDWIDE TRANSFORMATION OF HIGHER EDUCATION
2008; 9: 89–110
View details for DOI 10.1016/S1479-3679(08)00004-2
View details for Web of Science ID 000270969700005
- “World Society and Human Rights: An Event History Analysis of the Convention on the Elimination of All Forms of Discrimination against Women.” The Global Diffusion of Markets and Democracy edited by Simmons, B. A., Dobbin, F., Garrett, G. Cambridge: Cambridge University Press.. 2008
- “Women’s Studies as a Global Innovation.” The Worldwide Transformation of Higher Education edited by Baker, D. P., Wiseman, A. W. Elsevier JAI Press. 2008; 1
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World society and human rights: an event history analysis of the Convention on the Elimination of All Forms of Discrimination against Women
GLOBAL DIFFUSION OF MARKETS AND DEMOCRACY
2007: 303–43
View details for Web of Science ID 000305015400008
- “A Transnational Analysis of the Rise and Institutionalization of Women’s Studies.” Revista Española de Sociología 2007; 17: 35-59
- “The Worldwide Diffusion of Professional Management Education.” Globalization and Organization: World Society and Organizational Change edited by Drori, G. S., Meyer, J. W., Hwang, H. Oxford: Oxford University Press.. 2006: 121–136
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Global civil society and the international human rights movement: Citizen participation in human rights international nongovernmental organizations
SOCIAL FORCES
2004; 83 (2): 587-620
View details for Web of Science ID 000226428700007
- “Human Rights: Women’s Rights.” New Dictionary of the History of Ideas edited by Horowitz, M. C. New York: Charles Scribner’s Sons.. 2004
- “Women in Science: For Development, For Human Rights, For Themselves.” Science in the Modern World Polity: Institutionalization and Globalization edited by Drori, G. S., Meyer, J. W., Ramirez, F. O., Schofer, E. Stanford, CA: Stanford University Press. . 2003: 174–195
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Slowly but surely? The global expansion of women's participation in science and engineering fields of study, 1972-92
SOCIOLOGY OF EDUCATION
2001; 74 (3): 231-251
View details for Web of Science ID 000170240700004
- “Understanding Racial Polarization on Affirmative Action: The View from Focus Groups.” Color Lines: Affirmative Action, Immigration and Civil Rights Options for America edited by Skrentny, J. D. Chicago: University of Chicago Press. . 2001: 214–237