Gender, Diversity, and Organizational Change: The Boy Scouts vs. Girl Scouts of America
Bibliographic record
Abstract
After growing for decades, the Boy Scouts and Girl Scouts both experienced a dramatic drop in membership during the 1970s. Since then their membership patterns have diverged as the Boy Scouts of America (BSA) continues to decline and the Girl Scouts of the USA (GSUSA) has reached near record numbers. These patterns raise two questions: Why the decline? And why the divergence? On the cause of decline, I argue that a younger civil rights generation, informed by a new set of post-materialist values, did not join traditional organizations like the BSA and GSUSA because their values were deemed to be outdated. The challenge for traditional organizations therefore was how to respond. Using path dependency theory, I argue that BSA and GSUSA—shaped by their own unique origins and identities—responded very differently to the critical juncture of the civil rights generation, which in turn explains the subsequent divergence in membership patterns from the 1980s onward. While the BSA rejects such changes in order to defend traditional values, the GSUSA, which established a commitment to challenging gender norms from its birth, embraces the new values and adapts virtually every aspect of its organizational identity to this new generation. As young people see themselves reflected back in the values endorsed by the GSUSA, its membership resurges, while the BSA continues to decline. I conclude by drawing out larger theoretical lessons on the meaning of change in American civil society in light of an increasingly diverse population.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".