Research Interests: "Economic Statecraft: Foreign Aid and Economic Sanctions Internal Conflict Civilian Victimization"


Dissertation Title: "“Weapon of the Strong versus Weapon of the Weak” Military and Development Aid’s Impact on Conflict Severity & the Strategic Use of Civilian Killings."

Dissertation Chair: Victor Asal (co-chair), Bryan Early (co-chair)

Curriculum Vitae | E-mail

About Amira

Amira Jadoon is an advanced Political Science doctoral candidate at the Rockefeller College of Public Affairs & Policy, Albany, NY specializing in International Relations, Public Policy and Quantitative Methods. She holds Masters degrees in Political Science and Economic Development from Rockefeller College and the London School of Economics and Political Science, respectively. She recently received the highly selective Clogg scholarship to attend the Quantitative Methods summer program at the University of Michigan. Her coauthored work exploring the effects of economic sanctions on foreign aid flows has been published in a peer reviewed international journal. She has also presented her work at Political Science conferences including the International Studies Association, Journeys in World Politics, and the Midwestern Political Science Annual Conference. Research Project: The Effects Of International Development And Military Aid On Conflict Severity And Internal State Stability Amira’s doctoral dissertation focuses on understanding the impact of development and military aid, the most common form of international intervention today, on violent strategies adopted by state and non-state actors. Fundamental components of this project include understanding the role of development and coercive aid in either mitigating or exacerbating the intensity of conflict in recipient states and the effects of conflict on civilians. This analysis is being conducted through quantitative techniques which includes approximately 134 countries. Conducting an in-depth case study of Pakistan including interviews with key military personnel and policy experts will allow Amira to develop an analytical framework to understand the strategies adopted by states to counter internal conflict, as well as the changes in their strategies triggered by external support. It will also allow an understanding of how rebels modify their strategies of violence and victimization of civilians as a response to variations in the state’s strength and the overall balance of power. These findings will contribute significantly to an understanding of how the international community can employ specific policy tools to mitigate the incentives and opportunities constituting the basis of violent strategies during conflict. Increasing development and military aid to states without understanding such consequences is not only unethical but also dangerous for both the internal stability of the recipient state as well for international security as it can become the basis of increased political violence.

Teaching Experience

  • RPOS517 (2015): Quantitative Research Methods (Graduate level). Assistant Course Designer and Teaching Assistant, University at Albany, NY Assisted in redesigning the course into a blended version with online components
  • RPOS102 (2012-2015) International Relations and Comparative Politics (Undergraduate level) Lead Teaching Assistant, University at Albany, NY Responsible for creating online instructional videos to incorporate into a ‘flipped’ version of the class. Responsible for maintaining oversight of students performance across all sections.
  • Professional Development Program (2014), Instructional Technology and Visual Department, University at Albany, NY Selected by Rockefeller College to work on PDP distance learning projects to develop skills to transform undergraduate and graduate courses into blended online courses.
  • Workflow Management Workshop for Political Scientists (2015) Introduction to tools and techniques for managing effective academic workflows
  • Teaching Award University at Albany, NY Outstanding Teaching Assistant Award, Nominated by undergraduate students 2014