Lessons from the past? Cultural memory in Dutch integration policy

This article explores the contribution that cultural memory studies can make to the debate about the role of ideas and the dynamics of ideational change in policy making. Cultural memory studies engage with the cultural dimensions of remembering, and analyse how shared images of the past are mediated and transferred across distance and time. Such research shows how the past may continue to influence the present by informing the frameworks through which groups and individuals interpret and give meaning to events and phenomena. Since policy makers operate within a cultural context, shared memories are likely also to affect the way they think about the nature and roots of policy issues and the appropriateness and feasibility of policy options. In this article, policy memory (the memory shared by policy makers about earlier policies) is identified as a subcategory of cultural memory. The role of cultural memory among policy makers is studied with reference to Dutch integration policies in two periods: the mid‐1990s and the early 2000s. On the basis of an in‐depth analysis of policy reports and parliamentary debates, references to the past and the role they play in the policy debate are identified. Different modes of dealing with the past are found in the two periods studied, reflecting the different political contexts in which the debates took place. In the 1990s, the memory of earlier policy was invoked in the mode of continuity – that is, policy change was legitimised (conceived) as part of a positive tradition. In the 2000s, memory was invoked in the mode of discontinuity. The same policies were reinterpreted in more negative terms and policy change legitimised by the perceived need to break with the past. Arguably, this reinterpretation of the past was a precondition for the shift in policy beliefs that took place around that time.     

STRAINED LIVES AND CRIME: EXAMINING INTRA‐INDIVIDUAL VARIATION IN STRAIN AND OFFENDING IN A SAMPLE OF INCARCERATED WOMEN*

When applied to the study of changes in an individual's offending, general strain theory posits that individuals will be more likely to offend during periods of high strain. Using 36 months of retrospective data collected from female inmates, we explore the relationship between intra‐individual changes in strain and changes in offending and drug use. We also examine how different dimensions of strain‐recent composite strain, duration, clustering and accumulation, contribute to the explanation of offending. We find that changes in strain are associated with changes in violence, drug use, and property crime and that these relationships remain after the addition of control variables. Moreover, the strain‐crime relationship holds when the correct causal order is specified. When modeling offending, taking various dimensions of strain into account does increase the amount of variation explained for some outcomes, but other dimensions are highly correlated. We conclude that conceptualizing the interaction between strain and crime as a dynamic process is constructive and that general strain theory will be improved if criminologists move beyond static conceptions of strain.     

MODELING THE EFFECTS OF RACIAL THREAT ON PUNITIVE AND RESTORATIVE SCHOOL DISCIPLINE PRACTICES*

It is clear that schools are mirroring the criminal justice system by becoming harsher toward student misbehavior despite decreases in delinquency. Moreover, Black students consistently are disciplined more frequently and more severely than others for the same behaviors, much in the same way that Black criminals are subjected to harsher criminal punishments than other offenders. Research has found that the racial composition of schools is partially responsible for harsher school discipline just as the racial composition of areas has been associated with punitive criminal justice measures. Yet, no research has explored comprehensively the dynamics involved in how racial threat and other factors influence discipline policies that ultimately punish Black students disproportionately. In this study (N = 294 public schools), structural equation models assess how school racial composition affects school disciplinary policies in light of other influences on discipline and gauge how other possible predictors of school disciplinary policies relate to racial composition of schools, to various school disciplinary policies, and to one another. Findings indicate that schools responding to student misbehavior with one type of discipline tend to use other types of responses as well and that many factors predict the type of disciplinary response used by schools. However, disadvantaged, urban schools with a greater Black, poor, and Hispanic student population are more likely to respond to misbehavior in a punitive manner and less likely to respond in a restorative manner.     

CONGRESS AND CAPITAL PUNISHMENT: An Exercise in Symbolic Politics

Even when federal authorities were legally empowered to impose a death sentence, the sanction was rarely carried out. Between 1930 and 1976, there were only 33 such executions. During the past decade, bills, both imposing and abolishing capital punishment, have been introduced repeatedly in the U.S. Congress. Furthermore, certain members of Congress have demonstrated intense interest in such efforts. The continued debate and interest is better explained by the symbolic rather than tangible components of such legislation. This article examines four aspects of the symbolic component of federal death penalty legislation: reassurance function, moral-educative function, model for the states, and the deterrence debate.