Effects of the dynamite charge on the deliberations of deadlocked mock juries

When juries report that they are deadlocked, judges often deliver the dynamite charge, a supplemental instruction that urges jurors to rethink their views in an effort to reach a unanimous verdict. The present study evaluated the impact of this procedure on 378 subjects who participated in 63 deadlocked mock juries. Results indicated that the dynamite charge caused jurors in the voting minority to feel coerced and change their votes, reduced the pressure felt by those in the majority, and hastened the deliberation process in juries that favored conviction. These findings raise serious questions concerning the use of this controversial charge.     

Abolition and pedagogy: reflections on teaching a course on alternatives to punishment,state repression and social control

Abolitionism is an important, but often overlooked, theoretical and political alternative to the failings and injustices of the penal system and other forms of social control. While many have documented different approaches to abolitionist strategy, few have explored the work that is done sensitizing individuals to abolitionism, including in university settings. Through an analysis of student journal entries, this study discusses how students enrolled in a mandatory abolition course engaged with the viability of, and barriers to, a world without prisons, punishment and other forms of control. By looking at abolition as a threshold concept, we consider how students negotiate the concept of abolition as a radical justice alternative. As the journal entries showed, while students were able to understand the basic tenets of abolition, many remained in a liminal state between the existing system and the unknown landscape of abolition, and could not see its viability or possibility as a radical alternative. We conclude that other learning strategies may have been helpful in moving student through such a ‘dangerous’ concept. Further research on sensitising individuals to abolition is needed given the current proliferation and intensification of penal and carceral institutions today.     

One Step at a Time: A Latent Transitional Analysis on Changes in Substance Use,Exposure to Violence,and HIV/AIDS Risk Behaviors among Female Offenders

The aim of this analysis is to identify latent subgroups of women based on substance use, exposure to violence, and risky sexual behaviors and quantify discrete stages of behavior change over time. Data comes from 317 women recruited from a Municipal Drug Court System in the Midwest. All participants were interviewed regarding their substance use and sexual behaviors, as well as their exposure to violence at baseline, a 4th-month follow-up, and an 8th-month follow-up. A latent transitional analysis (LTA), a longitudinal extension of a latent class analysis (LCA), was used to quantify discrete stages of behavior change. The results of our analyses revealed 4 distinct behavioral profiles in our sample: 1) women with high probabilities of risky sexual behaviors, exposure to violence, and crack/cocaine use, 2) women with a high probability of exposure to violence, and moderate sexual risk taking, 3) women characterized solely by a high probability of crack/cocaine use, 4) women with low probabilities of all factors. The proportion of women in latent statuses characterized by a high probability of crack/cocaine use did not substantially decrease over time. Women who experienced child sexual abuse, had a greater number of lifetime arrests, were older, and believed they had risky drug using behavior that needed changing at baseline were significantly more likely to be in higher-risk latent statuses. Targeted interventions tailored to crack/cocaine users, as well as a wide-spread need for trauma-informed interventions among females involved in the criminal justice system, are needed.     

New economy housing markets: Fast and furious—but different?

Abstract

This article explores the effects of metropolitan industrial structure on housing market outcomes. Housing prices in new economy metropolitan areas are found to be higher, peakier, and more volatile than in old economy markets. Homeownership rates are found to be lower in new economy metropolitan areas, while crowding is higher. Although the distribution of housing values, costs, and rents was more equal in new economy markets, the cause would seem to be differences in area income levels, with poorer metropolitan statistical areas having greater inequalities.

Regression analysis is used to identify the contribution of traditional supply and demand factors, such as job growth, income, and residential construction, as well as new economy indicators, to housing market outcomes. Rather than being fundamentally different, new economy housing markets are found to be faster and more extreme versions of traditional housing markets.     

When prior knowledge and law collide

Jurors are supposed to rely on the judge's instructions for verdict selection. However, recent research indicates that people have constructed naive representations of crimes that conflict with the judge's instructions and that influence decision making. The present research explored potential solutions to this conflict. Two experiments revealed that the problem cannot be circumvented by avoiding people's prior knowledge; subjects activated and used their prior knowledge of crimes even when the crime name was withheld. Experiment 3 demonstrated that a supplementary instruction to disregard prior knowledge was also ineffective. Experiment 4 revealed that a supplementary instruction designed to revise subjects' existing representations did improve decision accuracy. These experiments indicate that the conflict between people's prior knowledge and the law cannot easily be avoided or disregarded, but its impact can be reduced by revising people's existing concepts.     

The ABCs of Case Teaching

This article builds on the work of scholars who have introduced case teaching to their classes, as well as on the work of scholars who have researched the effectiveness of various teaching methods. It uses lessons learned from collective experience and study to make case teaching accessible to faculty and students. Its purpose is to de-mystify the aura surrounding what case teaching is and who can do it. It does so by providing anecdotal and empirical evidence of case teaching effectiveness, and practical suggestions to the uninitiated for how to get started.