Aggression,deviance, and personality adaptation as antecedents and consequences of alienation and involvement in high school

Alienation from, or involvement in, the social and educational systems of the high school are investigated in an effort to determine the extent that school experiences may influence aggressive and deviant behavior in school and personality styles or orientations. Drawing upon longitudinal data collected from 250 boys followed from grades 8 through 12, potential antecedent-consequence relationships between dimensions of alienation and involvement and these two basic types of student outcomes are examined by cross-lagged panel analyses. Differences between cross-lagged panel correlations provide evidence that student reactions and attachments to school manifest relationships with aggression, deviance, and personality, serving as both antecedents and consequences of these student adaptations. The major findings provide evidence that (1) boys who more frequently break school rules and engage in aggressive or deviant behavior may often come to have more negative attitudes toward school staff and less involvement in school; and (2) student involvement and participation in school life can influence certain aspects of adolescent personality. Possible evidence of reciprocal causation is presented and discussed, as are additional theoretical and methodological implications of the data.     

Is Age Irrelevant? Perceptions of Young and Old Adult Eyewitnesses

In Experiment 1, we videotaped elderly and younger adults (n = 69) reporting their memories for a crime video. The seniors were significantly less accurate than the younger adults. In Experiment 2, participants viewed the testimony videotapes and rated the elderly as less credible than the younger adults. In Experiment 3, participant-jurors (n = 302) evaluated transcribed testimonies provided by Experiment 1 participants. The ostensible age of the witnesses was manipulated. Thus, some participants read a senior's testimony believing it was provided by a younger adult and vice versa. Participants were apparently not biased by negative stereotypes of seniors' eyewitness capabilities.     

Network Structures: Working Differently and Changing Expectations

There is a growing need for innovative methods of dealing with complex, social problems. New types of collaborative efforts have emerged as a result of the inability of more traditional bureaucratic hierarchical arrangements such as departmental programs to resolve these problems. Network structures are one such arrangement that is at the forefront of this movement. Although collaboration through network structures establishes an innovative response to dealing with social issues, there remains an expectation that outcomes and processes are based on traditional ways of working. It is necessary for practitioners and policy makers alike to begin to understand the realities of what can be expected from network structures in order to maximize the benefits of these unique mechanisms.     

United States Public Response to Terrorism: Fault Lines or Bedrock?1

We test traditional assumptions about the volatility of mass opinion in times of national crises using data about views of terrorism from national surveys of the United States general public in 1995 and 1997, findings from a national survey immediately following the terrorist attacks of September 11, 2001 (9/11), and panel data from a follow‐up survey in 2002. We compare public assessments of the threat of terrorism, willingness to restrict speech to prevent terrorism, support for employing conventional military force against countries that support terrorism, and levels of certainty about culpability required prior to using military force. Results show stable and measured public views prior to 9/11, immediately following the events of that date, and in the subsequent year. Our findings support democratic and modernist theories of public capacities while challenging long‐standing traditional precepts about widespread volatility of mass public opinion.