The national dimension of citizenship in T.H. Marshall

In the revival of the political theory of citizenship, T.H. Marshall is a seminal influence. A major attraction is clearly his apparent reversal of the usual relation between membership and rights. Whereas rights are commonly regarded as deriving from membership, Marshall raises the possibility that appropriate combinations of rights may be constitutive of membership in the form of citizenship, a form not determined by any prior identity. This is of immediate relevance for analysis of possible postnational reformulations of citizenship. Yet theoretical discussion must take seriously the derivation of membership from rights, which requires attention to the concrete sociological process by which rights become endowed with meaning. Although it has received comparatively little comment, this theme is central to Marshall's discussion, which provides some suggestive pointers to the main theoretical issues. In particular, Marshall reproduces the standard British ambivalence about the ‘national’, which is variously and sometimes confusingly distinguished from the ‘local’, the ‘private’ and the ‘foreign’. The ‘civilisation’ of which Marshall suggests that it should be a ‘common heritage’ is historically situated—in fact it is precisely because it is in one sense already common that social pressure gradually causes it to be recognized as such. In other words, it is possible to show that Marshall's analysis specifically addresses the issues of citizenship within the nation‐state. Its potential relevance beyond the nation‐state requires, therefore, explicit discussion of the social basis of belonging that Marshall, for his own purposes, was able to take for granted.     

Education Aid in New York State: Targeting Issues and Measures

The distribution of state aid for public education in New Yorkis the result of a combination of political and educationalconcerns. They influence the amount of school aid distributed,the pattern of aid distribution among school districts, thetypes of programs funded, and the accountability required forthese funds. This article focuses on the forces that influencethe split between general state aid and targeted state aid.General aid refers to aid that districts may use for any purposeconsistent with local priorities or needs. Targeted aid is moneyprovided by the state to a district for a particular purpose.When a district accepts targeted aid, it must agree to spendthe funds in accord with specific statutes or regulations. Considerationsof equity, mechanics of state aid distribution, and the historyof the development of school aid legislation are also discussedin this article.     

Data sharing

Many kinds of events are subsumed under the rubric of data sharing. Given the range of meanings or contexts of data sharing, several conclusions follow: (1) Some kinds of data sharing are more problematic than others. (2) Objections to data sharing typically are bolstered by examples from the more difficult end of the spectrum. (3) Constrained sharing, including possible contractual and licensing agreements rather than merely handing over the data, is a likely norm to emerge at the more difficult end of the spectrum. (4) Given various tools for constrained sharing, even the most difficult cases may yield to constrained sharing solutions that benefit all parties involved. (5) If research is conducted with eventual sharing in mind, and if the scientist is acquainted with the tools of constrained sharing, then the kinds of dilemmas that currently pose as arguments against sharing will occur rarely.     

Death penalty attitudes and conviction proneness

Attitudes toward the death penalty are consistently predictive of jurors' verdicts in criminal trials. Two studies were conducted to find out why. In Study 1, eligible jurors viewed a videotape showing conflicting testimony by a prosecution and defense witness in an assault case. Death-qualified subjects (those permitted to serve on capital juries) interpreted testimony in a manner more favorable to the prosecution than excludable subjects (those excluded from serving on juries in capital cases due to their opposition to the death penalty), suggesting that differing interpretations of evidence may mediate the relationship between attitudes toward the death penalty and verdicts. In Study 2, the same jurors indicated their reactions to a number of hypothetical situations in which a jury had convicted an innocent defendant or acquitted a guilty one. Death qualified subjects expressed less regret concerning erroneous convictions and more regret concerning erroneous acquittals than excludable subjects. Theoretical interpretations of this pattern of results suggest that death qualified subjects may have a lower threshold of conviction than excludable subjects; thus the relationship between attitudes toward the death penalty and verdicts may also be mediated by differing thresholds of conviction.During the course of this research, William C. Thompson was supported, in part, by a National Science Foundation graduate fellowship.     

Influencing public policy: an embedded criminologist reflects on California prison reform

Criminologists bemoan their lack of influence on U.S. crime policy, believing that the justice system would be improved if their research findings were more central in decision making. I had an opportunity to test that notion as I participated in California’s historic attempt to reform its prisons over the past 4 years. I became an embedded criminologist, where I was able to observe and contribute to the inner workings of state government. This article reports on my accomplishments with respect to fostering research activities and shifting the department’s focus towards prisoner reintegration. It discusses some of the lessons I learned, including the personal toll that such work entails, the importance of the timing of policy initiatives, and the power of rigorous methodology and clear communication. I conclude by recommending that other policy-oriented criminologists seek out similar experiences, as I believe our academic skills are uniquely suited and ultimately necessary to create a justice system that does less harm.