Influencing Policy at the Top of the Federal Bureaucracy: A Comparison of Career and Political Senior Executives

Although we commonly assume that bureaucrats influence the policies which govern public behavior, we know very little about the individuals who occupy executive positions in the federal bureaucracy. Following the creation of the Senior Executive Service (SES) in 1978, the Office of Personnel Management (OPM) published guidelines detailing the skills and responsibilities required among both career and noncareer members of the SES. Although scholars have focused much attention on relations between these two groups within the federal bureaucracy, their day-to-day responsibilities remain understudied. This study reports results of a survey that was administered to 1,000 members of the Senior Executive Service to determine whether career and noncareer members of the SES have significantly different job responsibilities. Although both groups perform a variety of activities which provide them with numerous avenues to affect government policy, the research findings indicate that noncareer executives are more engaged in carrying out political liaison tasks and that career executives have slightly greater personnel responsibilities.     

Agency Costs in Environmental Not-For-Profits

We examine the behavior of not-for-profits using utility maximization. This leads to testable hypotheses regarding the costs of agency associated with the activities of not-for-profits. Our tests are similar to those previously employed regarding not-for-profit objectives, but our interpretation is different. Our empirical test uses data on environmental groups. Unlike previous studies biased toward a finding of service maximization, we account for endogenous explanatory variables. A weak statement of our results is that managers of environmental groups derive positive marginal utility from expenditures for purposes other than providing services. There may also be empirical support for a stronger conclusion.     

Late adolescents' perceptions of their relationships with their parents: Relationships among deidealization,autonomy, relatedness,and insecurity and implications for adolescent adjustment and ego identity status

Questionnaire data from 376 undergraduates (mean age=19.3 years) were used to test a model describing interrelationships among deidealization, relatedness, autonomy, and insecurity in late adolescents' relationships with their parents. As expected, deidealization predicted greater autonomy and less relatedness (i.e., more disengagement), greater disengagement predicted greater insecurity, and greater insecurity predicted less autonomy. However, disengagement from parents proved to be a double-edged sword in that it was linked not only to insecurity, but also to feelings of greater separateness and self-directedness in relation, to parents. Additional analyses identified significant associations between the adolescent/parent relationship variables and the adolescents' psychological health and ego identity status.Received her Ph.D. from Yale University. Major interests are in parent/child relationships during late adolescence and young adulthood.Received her B.A. from University of Virginia and M.A. from Michigan State University. Major interests are in adolescent development and pediatric psychology.Received her B.A. from Duke University and M.A. from Michigan State University. Major interests are in adult children of alcoholics and adolescent separation/individuation.     

Political involvement among Toung women: a qualitative analysis

The depoliticization and non‐participation of young people in city life is often a topic of discussion. Given this context, how and why do young people then become activist? This is the main question addressed by a sociological research project on the way young women in Quebec practise political involvement and on the meaning that involvement has for them. The question of why young women get involved has to do with their biographical history, their life trajectories, and the influence of family and friends. How they get involved has to do with what involvement and activism mean to them. One of the principal findings is that the young female activists who participated in this study all have an active conception of citizenship that is not restricted to political involvement. Some of our respondents said that involvement is a way of being, a lifestyle that requires them to act consistently in all aspects of daily life and thus implies living in accordance with one's ideals. In other words, the involvement practised and conceptualized by these young activists corresponds to what can be called a ‘search for ethical consistency’, which aims ‘to give meaning to the values we hold as individuals and as a collectivity’.     

Treading on Tradition: Approaches to Teaching International Relations to the Nontraditional Undergraduate

Nontraditional undergraduates (NTUs), undergraduates who typically are older than average, work full-time, and/or are entrusted with substantial family responsibilities, pose a special challenge to international relations educators. Severe constraints on time and access to library facilities both impede progress and may give an erroneous impression that NTUs are not as committed to their education as more conventional college undergraduates. The lack of continuity in education that typifies the NTU experience often manifests itself in anxiety, frustration, and gaps in fundamental knowledge. At the same time, the maturity and sophistication that come with life experience often far exceed that of the more conventional college student. Furthermore, typical requirements of international relations and international studies majors, such as second and third language proficiency, internships with international organizations, and overseas study are often not feasible for the working student with family responsibilities. Possibilities for meeting the challenges of teaching NTUs include greater use of open-book examinations, research proposals, case studies, simulations, problem-based learning (PBL), use of the Internet, and the development of short-term intensive overseas study opportunities that accommodate the working student's schedule.     

A Comparison of uninformed and informed death penalty opinions: A replication and expansion

This study examines the influence on death penalty opinions of participating in a college class on the death penalty. Students in the class (the experimental group) and in another class offered at the same time (the control group) were asked to complete a questionnaire regarding their attitudes toward capital punishment at the beginning and at the end of the semester. They were also asked factual questions that measured their knowledge about capital punishment. Overall, the results of the study suggest that both groups were not well informed during the pretest measure. However, at the end of the semester, the group enrolled in the death penalty class were more knowledgable, less supportive of the death penalty based on general/absrtact questions, and more likely to favor alternatives to capital punishment than were the students in the control group.