Tolerance and Intolerance, 1976–1998

Early students of political tolerance projected a rapid rise in levels of tolerance, but subsequent research has failed to offer conclusive evidence regarding whether tolerance has, in fact, increased. The General Social Survey (GSS) included the same 15 dichotomous tolerance items in the period 1976–1998, seemingly permitting assessment of trends in tolerance through examination of a standard 0–15 scale. Unfortunately, the validity of these data is uncertain because we cannot rule out the possibility that changes in affect toward the five GSS target groups, not true changes in tolerance, drive movement in the longitudinal series. To address this problem, we reexamine the GSS data from the perspective of past discussions of the meaning of tolerance and intolerance. We argue that that the GSS scale captures two aspects of tolerance: whether respondents are tolerant or intolerant; and, among the intolerant, the breadth and depth of their intolerance. We further argue that the first of these dimensions can be measured validly using the GSS data. Our analyses reveal that, at most, tolerance has increased only marginally in the period 1976–1998.     

BUILDING A MULTIDISCIPLINARY, COLLABORATIVE CHILD PROTECTION SYSTEM

The process of preparing lawyers and other professionals to work for the benefit of troubled children requires an understanding of concepts that extend far beyond the traditional course structure currently employed in American law schools. It is clear that mental health problems of children and families, compounded by substance abuse, influence behavior, resulting in children entering family and juvenile courts as victims of abuse or neglect and committing criminal acts. It is incumbent on law schools to incorporate training in fields far different from the traditional didactic experience in legal curricula if they are to address the current needs of children and familes who are ensnared in the nation's juvenile justice system. The beginning point of this process is within the legal training apparatus of America. Law schools must expand their curriculum to incorporate other disciplines to produce an advocate capable of serving the interest of children and society.     

Assessing the Impact of Harassment by Peers: Incident Characteristics and Outcomes in a National Sample of Youth

Although there are widely held assumptions about the characteristics of peer bullying that are of greatest concern, very few studies have empirically assessed which characteristics most affect its impact. The current research addresses this gap by using a nationally representative U.S. sample of youth ages 10–20 to examine the relative effects of a variety of potentially aggravating incident characteristics on emotional, physical health, and school-related outcomes. Findings show support for power imbalance and duration (a stronger predictor than repetition) as incident characteristics that exacerbate the negative impact of peer harassment. However, several other incident characteristics have substantial effects with or without the presence of these qualities. Injury, sexual content, involvement of multiple perpetrators, and hate/bias components of peer harassment incidents each increased at least one negative outcome. Findings point to several features of peer harassment that can provide a basis for prioritizing victimization experiences in greatest need of intervention efforts.