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Ashley E. English

Title: Associate Professor

Department: Political Science

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Minnesota, 2016
    Major: Political Science
    Specialization: American Politics
    Dissertation: “Implementing Intersectionality: Creating Women’s Interests in the Rulemaking Process.”
  • MA, University of Minnesota, 2013
    Major: Political Science
  • MA, George Washington University, 2010
    Major: Public Policy
    Specialization: Women's Studies
  • BA, Williams College, 2004
    Major: Political Science

Current Scheduled Teaching

PSCI 6160.001Interest Group PoliticsFall 2024
PSCI 2306.005US and Texas Constitutions and InstitutionsFall 2024 Syllabus

Previous Scheduled Teaching

PSCI 3130.001Interest GroupsSpring 2024 Syllabus SPOT
PSCI 5030.001Proseminar in American Political InstitutionsSpring 2024 SPOT
PSCI 5030.601Proseminar in American Political InstitutionsSpring 2024 SPOT
PSCI 2306.006US and Texas Constitutions and InstitutionsFall 2023 Syllabus SPOT
PSCI 3120.001Women and PoliticsFall 2023 Syllabus SPOT
PSCI 5030.001Proseminar in American Political InstitutionsSpring 2023 Syllabus SPOT
PSCI 5030.601Proseminar in American Political InstitutionsSpring 2023 SPOT
PSCI 2306.001US and Texas Constitutions and InstitutionsSpring 2023 Syllabus SPOT
PSCI 6160.001Interest Group PoliticsFall 2022 SPOT
PSCI 3130.001Interest GroupsFall 2022 Syllabus SPOT
PSCI 4490.003Topics in Public PolicySpring 2022 Syllabus SPOT
PSCI 2306.007US and Texas Constitutions and InstitutionsSpring 2022 Syllabus SPOT
PSCI 2306.001US and Texas Constitutions and InstitutionsFall 2021 Syllabus SPOT
PSCI 2306.008US and Texas Constitutions and InstitutionsFall 2021 Syllabus SPOT
PSCI 2306.002US and Texas Constitutions and InstitutionsSpring 2021 Syllabus SPOT
PSCI 2306.007US and Texas Constitutions and InstitutionsSpring 2021 Syllabus SPOT
PSCI 6160.001Interest Group PoliticsFall 2020 SPOT
PSCI 3130.001Interest GroupsFall 2020 Syllabus SPOT
PSCI 4490.001Topics in Public PolicySpring 2020 Syllabus
PSCI 2306.007US and Texas Constitutions and InstitutionsSpring 2020 Syllabus
PSCI 6900.736Special ProblemsFall 2019
PSCI 2306.010US and Texas Constitutions and InstitutionsFall 2019 Syllabus SPOT
PSCI 2306.007US and Texas Constitutions and InstitutionsSpring 2019 Syllabus SPOT
PSCI 3120.001Women and PoliticsSpring 2019 Syllabus SPOT
PSCI 3130.001Interest GroupsFall 2018 Syllabus SPOT
PSCI 2306.010US and Texas Constitutions and InstitutionsFall 2018 Syllabus SPOT
PSCI 2306.005US and Texas Constitutions and InstitutionsSpring 2018 Syllabus SPOT
PSCI 2306.007US and Texas Constitutions and InstitutionsSpring 2018 Syllabus SPOT
PSCI 3130.001Interest GroupsFall 2017 Syllabus SPOT
PSCI 2306.010US and Texas Constitutions and InstitutionsFall 2017 Syllabus SPOT
PSCI 1040.007American Government: Laws and InstitutionsSpring 2017 Syllabus SPOT
PSCI 3120.001Women and PoliticsSpring 2017 Syllabus SPOT
PSCI 1040.010American Government: Laws and InstitutionsFall 2016 Syllabus SPOT

Published Intellectual Contributions

    Book Chapter

  • English, A.E. (2025). Who Influences the Implementers? Women’s Organizations and Women’s Representation During the Rulemaking Process. Women & Regulations: Challenging the Status Quo. Philadelphia, Temple University Press.
  • English, A.E., Niezgoda, M.S., Richards, L., Hoard, S., Smith, S. Implementation of Equal Pay at the Federal and State Levels in the USA: The Imperative of Gender Accommodation.. Oxford University Press.
  • English, A.E. Who Influences the Implementers? Women’s Organizations and Women’s Representation During the Rulemaking Process. Book - Women & Regulations: Challenging the Status Quo. Temple University Press.
  • English, A.E., Hartmann, H. (2007). “Florida’s Dishonorable Mention: Key Indicators of Women’s Well-Being.”. Many Floridas: Women Envisioning Change. Newcastle, Cambridge Scholars Publishing.
  • Journal Article

  • English, A.E. (2024). Women’s Policy Machineries and Representation in the USA: Toward Filling Empirical Gaps. French Politics.
  • English, A.E., Branton, R.P., Friesenhahn, A. (2024). Outsiders Among Outside Groups? Campaign Advertising and the Electability of Female US House Candidates. Politics, Groups and Identities. 12 (1) 85-106.
  • English, A.E. “Where are All the American Women’s Policy Machineries?”. French Politics.
  • English, A.E., Branton, R.P., Friesenhahn, A. Outside of the Old Boys Club? Gender Differences in Outside Groups’ Advertising Support for U.S. Senate Candidates. Political Research Quarterly.
  • English, A.E. Lobbying Beyond the Legislature: Challenges and Biases in Women’s Organizations’ Participation in Rulemaking. Politics and Gender.
  • English, A.E. Is it a Four Star Movement? Policy Transformation and The US Women’s National Soccer Team’s Campaign for Equal Pay. Social Science Quarterly.
  • Wise, S., English, A.E. Do Women’s Super PACs Make the Dough Rise?: The Role of Women’s Super PACs in Congressional Candidates’ Donor Networks. Politics and Gender.
  • English, A.E. (2020). All the Single Ladies? Marital Status and Women’s Organizations’ Policy Advocacy Campaigns. Politics and Gender. 16 (2) 581-607.
  • English, A.E., Branton, R.P., Friesenhahn, A. Outsiders Among Outside Groups? Campaign Advertising and the Electability of Female US House Candidates. Social Science Quarterly.
  • English, A.E. Rigging the Rules: Biases in Women’s Advocacy Organizations’ Rulemaking Comments. Politics, Groups and Identities.
  • English, A.E., Pearson, K., Strolovitch, D. (2019). Who Represents Me? Race, Gender, Partisan Congruence and Representational Alternatives in a Polarized America. Political Research Quarterly. 72 (4) 785-804.
  • English, A.E. (2019). “She Who Shall Not be Named: The Women that Women’s Organizations Do (and Do Not) Represent in the Rulemaking Process.”. Politics and Gender. 15 (3) 574-598.
  • English, A.E. Lobbying Beyond the Legislature: Challenges and Biases in Women’s Organizations’ Participation in Rulemaking. Interest Groups and Advocacy.
  • English, A.E. Implementing Intersectionality: Women’s Organizations’ Representation of Women of Color and Poor Women During Two Rulemakings. Politics, Groups and Identities.
  • English, A.E. Lobbying Beyond the Legislature: Women's Organizations' Participation in Rulemaking. Social Science Quarterly.
  • English, A.E. Lobbying Beyond the Legislature: Women’s Organizations’ Participation in Rulemaking. Political Research Quarterly.
  • English, A.E. Lobbying Beyond the Legislature: Women’s Organizations’ Participation in Rulemaking. Journal of Public Policy.
  • Branton, R.P., English, A.E., Pettey, S., Barnes, T. (2018). The Impact of Gender and Quality Opposition on the Relative Assessment of Candidate Competency. Electoral Studies. 54 35-44.
  • English, A.E. Regulations and Representation: Biases in Advocacy Organizations’ Rulemaking Comments. Social Science Quarterly.
  • English, A.E. Implementing Intersectionality: Women’s Organizations’ Representation of Women During Two Rulemakings. Politics and Gender.
  • English, A.E. Representation and Rewriting the Rules: Women’s Organizations’ Participation in the Rulemaking Process. Political Research Quarterly.
  • English, A.E. “Representing Women by Rewriting the Rules: Women’s Organizations’ Participation in the Rulemaking Process.”. Journal of Politics.
  • English, A.E. “Representing Women by Rewriting the Rules: Women’s Organizations’ Participation in the Rulemaking Process.”. American Political Science Review.
  • English, A. (2016). “Rewriting Title IX: The Department of Education’s Response to Feminists’ Comments in the Rulemaking Process.”. Politics and Gender.
  • English, A.E., Hartmann, H. (2009). "Women’s Retirement Security: A Primer.”. Journal of Women, Politics & Policy. 30 (2/3) 109-140.

Contracts, Grants and Sponsored Research

    Fellowship

  • English, A.E., "Robert T. Holt Distinguished Doctoral Dissertation Fellowship," sponsored by University of Minnesota, State, $23500 Funded. (2014 - 2015).
  • English, A.E., "Graduate Research Partnership Program Fellowship," sponsored by University of Minnesota, State, $4000 Funded. ( - 2011).
  • Grant - Research

  • English, A.E., "UNT Faculty Summer Grant," sponsored by UNT Office of Faculty Success, University of North Texas, $3000 Funded. ( - 2021).
  • Vickery, J.R., English, A.E., Palmer, A.M., "Team Grant Mentoring Program - Marginalized Groups & Textual/Content Analysis," University of North Texas, $1700 Funded. (2017 - 2018).
  • English, A.E., "2018 Scholarly and Creative Activity Award," sponsored by College of Liberal Arts & Social Sciences, University of North Texas, $4716 Funded. (2017 - 2018).
  • English, A.E., "Conference Support Grant," sponsored by Office of Faculty Success, University of North Texas, $1000 Funded. (2017 - 2017).
  • English, A.E., "Conference Travel Grant," sponsored by American Political Science Association, Other, $125 Funded. ( - 2015).
  • English, A.E., "Doctoral Dissertation Fellowship Conference Presentation Grant," sponsored by University of Minnesota, State, $665 Funded. ( - 2015).
  • English, A.E., "Scholarly Travel Grant," sponsored by University of Minnesota Graduate and Professional Student Assembly, Other, Funded. ( - 2014).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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