Certainty or Accessibility: Attitude Strength in Candidate Evaluations

Attitude strength is an important, but contested, subject in social psychology. Political scientists often rely on measures of attitude strength such as attitude importance, accessibility, or certainty in their work while ignoring the politically meaningful differences across types of strength. This omission is particularly relevant in the discussion of the formation of candidate evaluations. The research reported here indicates that accessibility is not the relevant type of attitude strength when describing how voters use issues in evaluating candidates. Instead, voters' reliance on issues when evaluating candidates depends on the voter's certainty about where the candidates stand. Given the different antecedents of certainty and accessibility, this result suggests that that citizens are able to more carefully process and use information available to them during an election campaign than would be expected by the prevailing theories of attitude formation .     

Character Strengths Among Youth

Four hundred and fiftynine students from 20 different high school classrooms in Michigan participated in focus group discussions about the character strengths included in the Values in Action Classification. Students were interested in the subject of good character and able to discuss with candor and sophistication instances of each strength. They were especially drawn to the positive traits of leadership, practical intelligence, wisdom, social intelligence, love of learning, spirituality, and the capacity to love and be loved. Students believed that strengths were largely acquired rather than innate and that these strengths developed through ongoing life experience as opposed to formal instruction. They cited an almost complete lack of contemporary role models exemplifying different strengths of character. Implications of these findings for the quantitative assessment of positive traits were discussed, as were implications for designing character education programs for adolescents. We suggest that peers can be an especially important force in encouraging the development and display of good character among youth.     

Discriminatory decision making at the legislative level

This paper is an analysis of the Comprehensive Drug Abuse Prevention and Control Act of 1970. Consistent with value-conflict perspectives, previous research on the social origins of drug legislation suggests that coercive laws occur when the behavior of minority and other subordinate groups become threatening. Liberalizing drug legislation is enacted when the interests of dominant groups seem juxtaposed to existing punitive legislation. The present analysis explores the process of legislative decision making when both subordinateand superordinate groups engage in drug-related behaviors which run counter to dominant norms and values. To do so, a detailed analysis of the congressional committee hearings and floor debates which preceded enactment of the 1970 Act was conducted. This analysis revealed that Congress did not pass a strictly coercive drug control policy at the risk of stigmatizing superordinate groups. Nor did it choose to liberalize drug penalties across the board. Congress perceived that strictly liberal policies might undermine both the instrumental goal of reducing illicit drug activity, and the symbolic goal of expressing general societal disapproval of illicit drug use. Instead, the legislation that emerged from congressional debates contained both liberal and coercive provisions reflecting the requirements of dealing with two targeted populations: young middle and upper class white drug users who became identified as victims of drug traffickers; and large-scale and professional drug dealers who became identified as enemy deviants—the true source and symbol of the drug problem. Liberal, and essentially discriminatory, provisions permitted the protection of the former from stigmatization as criminal felons. Coercive, but apparently nondiscriminatory, provisions provided the threat and potential for severe punishment of the latter. The discriminatory features of the 1970 Act are identified and explicated. And, the implications of the Act's provisions for race- or class-based decisions in the application of sanctions are discussed.     

School Violence Prevention: Current Status and Policy Recommendations

The purpose of this article is to identify an array of strategies that are available to schools to address concerns school violence and to identify some of the potential school or school district policy options related to those choices. We illustrate that many promising options are available to schools to address violence and other inappropriate behavior of students. The very breadth and diversity of these options may pose a problem in attempting to develop a comprehensive local policy on this topic. While many schools have chosen increasingly punitive zero‐tolerance policies as their primary strategy of violence prevention, there is little or no research evidence documenting that such an approach can contribute to school safety. Rather, effective school violence prevention requires comprehensive planning involving documented best‐practice programs, preventive strategies, and effective responses to any violence that may occur. Since research documenting the effects of violence prevention strategies is inconsistent, it is incumbent upon schools to consider carefully which programs best meet the needs of their local situation, and to monitor the effectiveness of new programs in improving school safety and reducing disruption and incivility.