Challenges and Opportunities Facing Nonprofit Organizations

Books reviewed in this article:
Lester M. Salamon (ed.), The State of Nonprofit America
Peter Frumkin, On Being Nonprofit: A Conceptual and Policy Primer
Paul C. Light, Pathways to Nonprofit Excellence     

A Question of Morality: Artists' Values and Public Funding for the Arts

In 1989, the combination of art, religion, homosexuality, ana¹ public dollars set off an explosive two-year battle and a decade of skirmishes over funding for the National Endowment for the Arts. To promote artistic freedom and to avoid political controversy, federal arts policy delegates specific funding decisions to private donors and arts professionals. In an era of morality politics—hot-button issues driven by deeply held beliefs rather than by expertise—that strategy no longer works. Artists, donors, and arts audiences diverge widely from the rest of the American public in their attitudes toward religion, sexual morality, and civil liberties, as General Social Survey data show. Delegating funding decisions to them has naturally led to some subsidies of art offensive to important segments of the population.     

Money, Time, and Political Knowledge: Distinguishing Quick Recall and Political Learning Skills

Surveys provide widely cited measures of political knowledge. Do seemingly arbitrary features of survey interviews affect their validity? Our answer comes from experiments embedded in a representative survey of over 1200 Americans. A control group was asked political knowledge questions in a typical survey context. Treatment groups received the questions in altered contexts. One group received a monetary incentive for answering the questions correctly. Another was given extra time. The treatments increase the number of correct answers by 11–24%. Our findings imply that conventional knowledge measures confound respondents' recall of political facts with variation in their motivation to exert effort during survey interviews. Our work also suggests that existing measures fail to capture relevant political search skills and, hence, provide unreliable assessments of what many citizens know when they make political decisions. As a result, existing knowledge measures likely underestimate people's capacities for informed decision making.     

The Contracting Theory of Choices

Law and Philosophy -     

Cultural Penetration and Punctuated Policy Change: Explaining the Evolution of U.S. Energy Policy

Punctuated equilibrium theory (PET) suggests that the policy process is characterized by long periods of incremental change and short periods of punctuated change. The impetus for the latter is usually a focusing event that breaks open policy monopolies, allowing for major changes in legislative decision making. While a burgeoning body of literature, a shortcoming in the PET literature is that it has yet to explain why focusing events and subsequent breakdowns in policy monopolies sometimes fail to result in punctuated policy. We integrate theories on cultural change with punctuated equilibrium to explain why focusing events do not always result in the dramatic policy changes that we might expect. Specifically, we use the context of national energy policy and the lexical database, Google Ngram Viewer, to trace punctuating energy‐related events and the occurrence or lack thereof subsequent policy change from 1952 to 2000.     

The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.