Political ad portraits: a visual analysis of viewer reaction to online political spoof advertisements

• The democratization of the Internet and the growing popularity of amateur video production have given rise to historic levels of voter engagement. In recent times, the populace has turned to YouTube and other similar websites to publicly voice their opinions through the posting of, and response to, amateur political videos. Political communication and campaign managers frequently struggle to consolidate, analyse, and respond to the vast array of commentary posted on the Internet in reply to these videos. The ability to quickly consolidate and interpret viewer responses to political videos provides campaign and communications' managers the opportunity to quickly make policy, positioning, or image changes. This is especially valuable considering that viewer responses provide a potentially unbiased picture of actual voter sentiment. Using the visualization software, Leximancer, we show how conversations around online political spoof videos can be mapped, interpreted, and used as a basis for strategic brand decision‐making. We discuss the implications of our findings, outline the technique's limitations, and trace avenues for further research.

Copyright © 2010 John Wiley & Sons, Ltd.     

Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls’ motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse sample of 579 girls ages 13–18 years (M = 15) in the U.S. completed questionnaires measuring their academic achievement, ability beliefs, values, and experiences. Social and personal factors were hypothesized to predict motivation (expectancy-value) differently in math/science (M/S) and English. Social factors included perceived M/S and English support from parents and peers. Personal factors included facets of gender identity (felt conformity pressure, gender typicality, gender-role contentedness), gender-related attitudes, and exposure to feminism. In addition, grades, age, parents’ education, and ethnicity were controlled. Girls’ M/S motivation was positively associated with mother M/S support, peer M/S support, gender-egalitarian beliefs, and exposure to feminism; it was negatively related to peer English support. Girls’ English motivation was positively associated with peer English support as well as felt pressure from parents; it was negatively related to peer M/S support and felt peer pressure. The findings suggest that social and personal factors may influence girls’ motivation in domain-specific ways.     

Community Privilege and Environmental Justice: An Agent‐Based Analysis

Several theories compete to explain observed race‐ and ethnicity‐based environmental injustice in society. This paper focuses on analyzing the extent to which firms' siting decisions based on community privilege can explain this outcome. A unique feature of this analysis is that we include analysis of both unwanted land uses (disamenity firms) and desired land uses (amenity firms). The environmental justice analysis of amenities other than green spaces is rare, but amenities are crucial components of urban areas to which environmental justice studies must attend. We use an agent‐based model to explore community outcomes when environmental disamenities choose locations based on low community privilege, and compare this with scenarios in which disamenities only seek to minimize the cost of land. We also assess differences in environmental justice outcomes when amenities choose locations in areas with high community privilege. While disamenities' focus on locating in areas with low community privilege indeed affects environmental equity, the effect of amenity location is also important, and there are powerful interaction effects. The importance of privilege‐based location is found in these simulations regardless of which social group—majority or minority—is assumed to be the privileged group. This study suggests a limitation of EJ policies and models that focus on the politics of disamenity siting without considering the politics of amenity siting.     

Voice in the Classroom: How an Open Classroom Climate Fosters Political Engagement Among Adolescents

Does civics instruction have an impact on the political engagement of adolescents? If so, how? Analysis of data from CIVED, a major study of civic education conducted in 1999, finds that an open classroom climate has a positive impact on adolescents’ civic knowledge and appreciation of political conflict, even upon controlling for numerous individual, classroom, school, and district characteristics. Furthermore, an open classroom environment fosters young people’s intention to be an informed voter. Results further show that exposure to an open classroom climate at school can partially compensate for the disadvantages of young people with low socioeconomic status.