Associate Professor (Teaching) of Sociology (by courtesy)
Director, Master's Program in International Comparative Education and International Education Policy Analysis (on sabbatical in 2016-17)
Cross-national analyses of gender and higher education and of representations of gender and children in school textbooks. Also, mothers' aspirations for children in India, education programs for married immigrant women in the Republic of Korea, and understandings of the history of slavery among youth in the United States.
Christine Min Wotipka is Associate Professor (Teaching) of Education and (by courtesy) Sociology and Director of the Master’s Program in International Comparative Education (ICE) and International Education Policy Analysis (IEPA) at the Stanford Graduate School of Education. She also serves as co-Resident Fellow at the Education and Society Theme (EAST) House. From 2012-2016, she served as Director of the Program in Feminist, Gender, and Sexuality Studies at Stanford University.
Dr. Wotipka’s research centers around two main themes examined from cross-national and longitudinal approaches. The first relates to the progress and experiences of women in higher education (e.g., women in faculty positions and women’s participation in higher education as it relates to the rise in early childhood education). The second is that of citizenship and education. This work explores how social science curricula, in the form of textbooks, has shifted focus away from the development of national identities to ones that emphasize global citizenship in a diverse and multicultural society. In particular, her work examines the inclusion of women and children’s rights into school textbooks over time and around the world. Her articles have appeared in American Journal of Education, Social Forces, Sociology of Education, Feminist Formations, and Comparative Education Review.
In a project being developed, Prof. Wotipka and colleagues will pilot a project to create a World Gender Database, which will entail identifying, collecting, and harmonizing data on gender into a longitudinal, cross-national ‘database of datasets.’ Specifically, they aim to obviate three critical challenges related to data-proprietary issues, the collection of meta-variables, and the engineering of an online platform. Funding for these efforts has thus far been granted by the Clayman Institute for Gender Research and the Institute for Research in the Social Sciences at Stanford University.
In 2010, Dr. Wotipka co-founded the Education and Society Theme (EAST) House – a living-learning space for undergraduates interested in educational research, policy, activism, and teaching. In addition to the applied research methods seminars she leads for the students in the ICE/IEPA master’s program, she also teaches “Education, Gender, and Development,” which is cross-listed in Education; Sociology; and Feminist, Gender, and Sexuality Studies.
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, she was an assistant professor at the University of Minnesota-Twin Cities and a visiting assistant professor/global fellow at the University of California, Los Angeles. Between her undergraduate and graduate studies, she served as a United States Peace Corps volunteer in rural northeast Thailand.
Dr. Wotipka spends her free time with her husband and their two school-aged children and rescue dog. She enjoys politics, the outdoors, independent movies, and fiery Asian food.
(While on sabbatical during the 2016-17 academic year, Dr. Wotipka regrets being unavailable for meetings, including those with prospective students.)
"History should be an exercise in exploring how institutions interact to produce gender (or racial or class) asymmetry. Only through insisting that these questions be answered will a more representative history that addresses the diversity of masculine and feminine experiences be created." - From her paper, with Corbin Elizabeth Schrader, “History Transformed? Gender in the World War II Narratives in U.S. History Textbooks, 1956-2007.”
Since 1996
Associate Professor (Teaching) (2010-present)
Assistant Professor (2006-2010)
Visiting Scholar/Assistant Professor (Acting) (2004-2005)
Assistant Professor (Acting) (2001-2003)
Doctoral Student (1996-2001)
Associate Professor (Teaching) of Education and (by courtesy) Sociology (2010-present), Stanford Graduate School of Education
Assistant Professor of Education and (by courtesy) Sociology (2006-2010), Stanford Graduate School of Education
Assistant Professor, University of Minnesota, Twin Cities (2005-2006)
Global Fellow, UCLA International Institute, University of California, Los Angeles (2003-2004)
Director, Master's Program in International Comparative Education, Stanford Graduate School of Education (2001-2003)
Consultant and Associate Director of Programs, MentorNet (2001 & 2004-2005)
English Editor and Writer, Hanwha Group, Republic of Korea (1995-1996)
U.S. Peace Corps Volunteer, Thailand (1993-1995)
Current Syllabus: Download PDF
Dr. Wotipka's Select Publications: Google Drive
Sarvarzade, Somaye and Christine Min Wotipka. “The Rise, Removal, and Return of Women: Gender Representations in Primary-Level Textbooks in Afghanistan, 1980–2010.” Forthcoming in Comparative Education.
Wotipka, Christine Min, Brenda Jarillo Rabling, Minako Sugawara, and Pumsaran Tongliemnak. 2017. “The Worldwide Expansion of Early Childhood Care and Education, 1985–2010.” American Journal of Education 123, 2: 307–339.
Nakagawa, Mana and Christine Min Wotipka. 2016. “The Worldwide Incorporation of Women and Women’s Rights Discourse in Social Science Textbooks, 1970–2008.” Comparative Education Review 60, 3: 501–529.
Hu, Claire, Christine Min Wotipka, and Wen Wen. 2016. “International Students in Chinese Higher Education: Choices, Expectations, and Experiences by Region of Origin.” Pp. 153-178 in Global Perspectives and Local Challenges Surrounding International Student Mobility. K. Bista and C. Foster (eds.). Hershey, PA: IGI Global.
Muller, Carol B., Stacy Blake–Beard, Sylvia Barsion, and Christine Min Wotipka. 2012. “Learning from the Experiences of Women of Color in MentorNet’s One–on–One Program.” Journal of Women and Minorities in Science and Engineering 18, 4: 317–338.
Schrader, Corbin Elizabeth and Christine Min Wotipka. 2011. “History Transformed? Gender in the World War II Narratives in U.S. History Textbooks, 1956-2007.” Feminist Formations 23, 3: 68-88.
Ramirez, Francisco O., John W. Meyer, and Christine Min Wotipka. 2009. “Globalization, Citizenship, and Education: The Rise and Spread of Cosmopolitan, Multicultural, and Individual Empowerment Frames.” Peruvian Education Review 1: 163–180.
Wotipka, Christine Min and Kiyoteru Tsutsui. 2008. “Global Human Rights and State Sovereignty: Nation–States’ Ratifications of International Human Rights Treaties, 1965–2001.” Sociological Forum 23, 4: 724–754.
Wotipka, Christine Min and Francisco O. Ramirez. 2008. “Women’s Studies as a Global Innovation.” Pp. 89–110 in The Worldwide Transformation of Higher Education. D. P. Baker and A. W. Wiseman (eds.). Amsterdam: Elsevier JAI Press. [Best Book Award for 2008–2009, Comparative and International Education Society Higher Education SIG]
Wotipka, Christine Min and Francisco O. Ramirez. 2008. “World Society and Human Rights: An Event History Analysis of the Convention on the Elimination of All Forms of Discrimination against Women.” Pp. 303–343 in The Global Diffusion of Markets and Democracy. B. A. Simmons, F. Dobbin, and G. Garrett (eds.). Cambridge: Cambridge University Press.
Wotipka, Christine Min, Francisco O. Ramirez, and Capitolina Díaz Martínez. 2007. “A Transnational Analysis of the Rise and Institutionalization of Women’s Studies.” Revista Española de Sociología 117: 35–59.
Moon, Hyeyoung and Christine Min Wotipka. 2006. “The Worldwide Diffusion of Professional Management Education.” Pp. 121–136 in Globalization and Organization: World Society and Organizational Change. G. S. Drori, J. W. Meyer, and H. Hwang (eds.). Oxford: Oxford University Press.
At Stanford University:
Director, Program in Feminist, Gender, and Sexuality Studies (2012-2016) and Faculty Affiliate (2008-present)
Faculty Affiliate, Department of Sociology (2006-present)
Faculty Affiliate, Fellow, and Advisory Board Member, Clayman Institute for Gender Research (2006-present)
Faculty Affiliate, Asian American Studies (2007-present)
Faculty Affiliate, Center on Democracy, Development, and the Rule of Law (2009-present)
Faculty Affiliate, Center for Comparative Studies in Race and Ethnicity (2009-present)
Resident Fellow, Education and Society Theme House (2010-present) and East Asian Studies Theme House (2006-2010)
Annual meetings of the American Educational Research Association; American Sociological Association; Comparative and International Education Society; and National Women’s Studies Association
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