When Do Challengers Succeed? Nongovernmental Actors,Administrative Agencies,and Legal Change: Shifting Rules for Oregon's Private Forests

Regulatory regimes are notoriously resistant to change, so when less powerful actors manage to reshape long‐established rules and gain increased access to a natural resource the interesting question is why? This article investigates relations between different claimant groups and the state in the reshaping of the regulations governing Oregon's private forestlands, how this process was mediated by broader political opportunities and constraints, and the conditions that supported a shift in the legal regime that benefited less advantaged interests. The intent is to deepen our understanding of the circumstances under which well‐established rules of governance are altered. Analysis points to each of the following variables as significant for successful reform: (1) active challengers and their success in reframing issues to support their goals, (2) new political opportunities facilitating wider participation in the rulemaking process, and (3) concurrence between local and national aspirations supporting reform. While each condition is noteworthy, it is insufficient on its own. Rather, my study comparing two contested administrative rules suggests that a clear alignment of all three variables provides the strongest impetus for legislative and administrative rule changes at the state level benefiting less advantaged interests.     

Problem solving as reinforcement in adolescent drug use: Implications for theory and policy

The problem of adolescent drug use received a great deal of attention both in criminological theory and public policy. Predominant among theories was Akers' social learning theory which examined the role of learning through a process of imitation, modeling, and reinforcement. Public policy led to the development of programs such as Drug Abuse Resistance Education (DARE) that aimed to warn youths of the dangers of drug use. In line with research findings, both theory and policy gave a central role to peers in understanding adolescent drug use. Less attention was given to another important finding in the literature, that those who used drugs often perceived the drugs as solutions to problems. Using social learning theory, the role of perceptions of drug use as an effective problem solver was examined. Results indicated that a more explicit recognition of the use of drugs to deal with problems might inform both theory and policy.     

Procedural fairness and work group responses to performance evaluation systems

In a variety of settings, procedures that permit predecision input by those affected by the decision in question have been found to have positive effects on fairness judgments, independent of the favorability of the decision. Two major models of the psychology of procedural justice make contrary predictions about whether repeated negative outcomes attenuate such input effects. If such attenuation occurs, it would lessen the applicability of procedural justice findings to some real-world settings, such as organizations, where procedures often provide repeated negative outcomes. The present laboratory investigation examined the procedural and distributive fairness justments produced by high- and low-input performance evaluation procedures under conditions of repeated negative outcomes. Thirty-five three-person groups of male undergraduates participated in a three-round competition. Groups either were or were not allowed to specify the relative weights to be given to two criteria used in evaluating their performance. All groups received negative outcomes on each of the three rounds. A second experimental factor varied whether or not the group learned after losing the second round that it could not possibly win the third and final round of the competition. Measures of procedural and distributive fairness showed that the high-input procedure led to judgments of greater procedural and distributive fairness across all three rounds. The input-based enhancement of fairness occurred regardless of whether reward was possible. The implications of these findings for theories of procedural justice and for applications of procedural justice to organizational settings are discussed.