Political Science Perspectives on Human Rights

This special issue of Human Rights Review is devoted to an exploration of the current human rights research agendas within the political science discipline. Research on human rights is truly an interdisciplinary quest in which various epistemologies can contribute to each other and form a larger dialogue concerning rights and wrongs. This special issue is devoted to an expansive understanding of the state of research on human rights in the political science discipline. One common theme throughout these contributions is the need for a more nuanced conceptualization of human rights, tools to promote these rights and as social scientists, methodologies employed to study these rights. A second theme is the policy relevance that can be derived from our empirical analysis. This volume demonstrates that the integration of theoretically and normatively rich concepts, empirical social science, and policy relevance do not have to be mutually exclusive when studying human rights.     

Political science,political ideas and rhetoric

The article reviews ‘ideational’ analysis and theory in political science. It argues that this is an important area of research limited by lack of a clear sense of what ideas in politics are and of how to analyse them as directly as possible. It is argued that political science should learn from the ‘rhetorical turn’ in various areas of the social sciences, developing ways, appropriate to political science, of analysing the language, rhetoric and argumentation of political and policy discourse in its governmental contexts. Such an approach rests on a strong sense of the dynamic, contested and creative nature of political activity.     

Is an Early Start the Best Start?: Evaluating the Effectiveness of a Political Science Summer Bridge Program

Summer bridge programs are supposed to connect a graduating high school senior’s summer to their first semester in college, easing the transition away from home and into a university setting. Although research is plentiful on the programs, assessments regarding the overall effectiveness of such programs have been mixed (e.g., Cabrera, Miner, and Milem 2013 Cabrera, Nolan, Danielle Miner, and Jeffrey Milem. 2013. “Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program.” Research in Higher Education 54(5): 481–498.[Crossref], [Web of Science ®] , [Google Scholar]; Douglas and Attewell 2014 Douglas, Daniel, and Paul Attewell. 2014. “The Bridge and the Troll Underneath: Summer Bridge Programs and Degree Completion.” American Journal of Education 121(1): 87–109.[Crossref], [Web of Science ®] , [Google Scholar]; Grayson 2003 Grayson, J. Paul. 2003. “The Consequences of Early Adjustment to University.” Higher Education 46(4): 411–429.[Crossref], [Web of Science ®] , [Google Scholar]). As Cabrera, Miner, and Milem (2013 Cabrera, Nolan, Danielle Miner, and Jeffrey Milem. 2013. “Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program.” Research in Higher Education 54(5): 481–498.[Crossref], [Web of Science ®] , [Google Scholar]) note, many of the studies collect data from participants in a one-time satisfaction survey and/or do not have an equivalent group of students who did not participate in the program from which to compare effectiveness. Our proposed study mitigates these flaws by employing a nonequivalent-groups quasi-experiment (NEG). Our bridge program—called Early Start (ES)— tapped into social, emotional, and academic engagement, as we sought to integrate the students into the university and school communities while holding high expectations and actively involving them in their own learning (Tinto 2004 Tinto, Vincent. 2004. Student Retention and Graduation-Facing the Truth, Living with the Consequences. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education. [Google Scholar]). Results suggest that not only were students enrolled in our program better socially and emotionally integrated into the university during their first year but they also scored better on content-based political science questions at the end of the fall semester, compared to their non-Early Start peers. Finally, aggregated data indicate an increase in retention for Early Start participants.     

Food or Thought? Assessing Internal and External Factors Affecting Evaluations of Instructor Effectiveness

Within the broader literature concerned with potential bias in student measures of instructor effectiveness, two broad types of bias have been shown to operate in a course: internal and external. Missing is an assessment of the relative influence of each bias type in the classroom. Do internal or external types of bias matter more or less to student measures of instructor effectiveness? This question is of interest to those who recognize that many forms of bias operate in the classroom simultaneously and to great effect on course evaluations. Through the combination of quasi-experimental and survey methods, we attempt to do something not done before — simultaneously measure and compare the effects of one internal and one external type of bias to which we refer, following convention in the literature, as an internal factor and an external factor. Our findings indicate that, while both factors studied are important, perception of instructor partisanship (internal factor) is more influential on student course evaluations than our external factor (experimental treatment — literally a chocolate treat). The upshot is that American government instructors should be especially careful stating partisan positions in class.     

Can the use of minipublics backfire? Examining how policy adoption shapes the effect of minipublics on political support among the general public

Academics and practitioners are increasingly interested in deliberative minipublics and whether these can address widespread dissatisfaction with contemporary politics. While optimism seems to prevail, there is also talk that the use of minipublics may backfire. When the government disregards a minipublic's recommendations, this could lead to more dissatisfaction than not asking for its advice in the first place. Using an online survey experiment in Belgium (n = 3,102), we find that, compared to a representative decision-making process, a minipublic tends to bring about higher political support when its recommendations are fully adopted by the government, whereas it generates lower political support when its recommendations are not adopted. This study presents novel insights into whether and when the use of minipublics may alleviate or aggravate political dissatisfaction among the public at large.     

How mass media attract political elites’ attention

Political agenda‐setting research has shown that policy makers are responsive vis‐à‐vis media priorities. However, the mechanisms behind this effect have remained understudied so far. In particular, agenda‐setting scholars have difficulties determining to what extent politicians react to media coverage purely because of the information it contains (information effect), and to what extent the effect is driven not by what the media say but by the fact that certain information is in the media (media channel effect), which is valued for its own sake – for instance, because media coverage is considered to be a reflection of public opinion. By means of a survey‐embedded experiment with Belgian, Canadian and Israeli political elites (N = 410), this study tests whether the mere fact that an issue is covered by the news media causes politicians to pay attention to this issue. It shows that a piece of information gets more attention from politicians when it comes via the media rather than an identical piece of information coming via a personal e‐mail. This effect occurs largely across the board: it is not dependent on individual politician characteristics.     

历史政治学的功能分析

历史政治学的提出引发了中国政治学界的广泛关注。作为一种新型研究路径的历史政治学不但具有客观的分析主义特征,而且和其它政治理论的研究路径一样,还具有鲜明的功能主义特征。历史政治学首先回答了政治理论的知识来源问题,从而为建构中国自主性政治学知识体系提供了可能。基于政治学取向的政治史研究有助于避免因“文化转向”而导致的历史研究的碎片化问题,这意味着历史政治学研究既追求“真相”也关怀“真理”。历史政治学的知识功能自然有其政治实践价值,那就是为治国理政提供历史解释与现实论述,并为认识合法性政治提供一套不同于理性人假设的历时性方案。     

政治科学预测方法研究——以选举预测为例

预测是人类的基本认知活动。作为社会科学预测性研究的重要领域,选举预测是促进政治学理论和方法创新的动力。选举预测不仅限于民调,科学的选举预测可以划分为四类范式:意见聚合范式;模型范式;混合范式;大数据范式。每类范式包含若干种预测方法,不同预测方法在准确性、超前性、解释力、可重复性、中立性和预测成本等评判标准上各具优势,预测方法的选择是基于预测目标和应用场景的综合权衡。目前,选举预测领域呈现多元化、交叉互补、跨学科的发展趋势;其未来发展方向是“理论驱动”与“数据驱动”相结合、微观预测变量与宏观预测变量相结合、预测与解释相结合,以政治科学为基础,通过跨学科合作和前沿技术手段推进预测范式的创新,并在预测实践中不断更新升级。预测性研究与解释性研究可以构成“双螺旋”的共生互补关系,共同致力于增进人类对复杂政治活动的理解和研判,提升政治学研究的科学水平和政策应用价值。     

Predictions,Pollification, and Pol Profs: the ‘Corbyn Problem’ beyond Corbyn

It has been noted that UK political punditry has a ‘Corbyn problem’: an underlying hostility to the Corbyn project and its supporters. As the Corbyn era draws to a close, we take stock and argue that the Corbyn problem was never fully ‘about’ Corbyn. Instead, it was the outward manifestation of a conjunction of tendencies present in contemporary UK politics: the prominence of a relatively small group of ‘intensely involved’ individuals driving dominant political discourse; the inability of traditional purveyors of broadcast media coverage to adapt to contemporary political currents and an unwillingness to self-reflect on possible biases in their approach; and the ‘pollification’ of election campaign coverage, aided by mainstream political scientists stereotyped in the figure of the ‘Pol Prof’. Combined, these tendencies are hostile to left-wing political actors and movements. They will not disappear with Corbyn and may even intensify as their structural underpinnings strengthen further.