Attributions of Blame and Responsibility in Sexual Harassment: Reexamining a Psychological Model

Kelley’s (Nebr Symp Motiv 15:192–238, 1967) attribution theory can inform sexual harassment research by identifying how observers use consensus, consistency, and distinctiveness information in determining whether a target or perpetrator is responsible for a sexual harassment situation. In this study, Kelley’s theory is applied to a scenario in which a male perpetrator sexually harasses a female target in a university setting. Results from 314 predominantly female college students indicate that consistency and consensus information significantly affect participants’ judgments of blame and responsibility for the situation. The authors discuss the importance of the reference groups used to derive consensus and distinctiveness information, and reintroduce Kelley’s attribution theory as a means of understanding observers’ perceptions of sexual harassment.     

Preparation for the Practice of law—the Views of the Practicing Bar

The competence of the practicing bar has been subjected to substantial criticism in recent years. Since law schools have a virtual monopoly over access to the bar and licensure is granted without further training, legal education has been a particular focus of attack and reform efforts. Yet there has been little systematic study of what skills and knowledge are important in the actual practice of law or the relevant contributions of legal education. This study of practicing lawyers in Chicago examines the nature of the competencies important to the practice of law and the sources lawyers credit for contributing to their development.
Practitioners cite a broad range of skills, many of them not unique to the practice of law, with their importance varying by the predominant legal specialty practiced. The data further indicate that law schools play but a part in the development of skills and knowledge important to the practice of law and that experience, both prior and subsequent to graduation, plays a significant role. The evaluation of law schools' contributions is related to opportunities for further training, particularly in the context of law firm practice. There is, however, a strong general view that law schools rather uniformly concentrate on some skills to the exclusion of others and that the former are not necessarily those that lawyers think are most important to the practice of law.