The Swedish Election 1998: A Protest Vote and the Birth of a New Political Landscape?

The 1998 Swedish general election was a protest election primarily against the Social Democratic Party. The party was hit by a debate on deceit when the unpopular financial restructuring policy was implemented. Disappointed social democratic voters from the 1994 election flocked to the Left Party. Others did not vote at all. The electoral turnout dropped to 81.4 percent; the lowest level in a parliamentary election since the election of 1958. A turnout of 81.4 percent is not particularly low from an international perspective, but it has received a great deal of attention in the political debate. Certain signs do indicate that there has been a general devaluation of voting as a means of exercising political influence among large groups of voters. Other forms of influence are perceived as being more meaningful. A sense of meaninglessness, of individual and institutional powerlessness, also seems to be spreading to social groups that have traditionally had a fundamental trust in the political system.     

Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

Public education is a sphere of society in which distributive justice with respect to the allocation of opportunities to learn can have profound and lasting effects on students’ educational outcomes. We frame our study in the distributive justice literature, and define just outcomes specifically from a meritocratic and strict egalitarian perspectives in order to investigate how assignment to academic tracks and the availability of opportunities to learn during high school are associated with students’ academic achievement during college. We examine the role of “just” placement into high school academic tracks, “just” access to high-quality teachers, and “just” assignment of secondary schools’ resources in high school, in relation to college freshmen’s grade point averages (GPA). We utilize longitudinal data from a unique dataset with over 15,000 students who spent their academic careers in North Carolina public secondary schools and then attended North Carolina public universities. Our results suggest that “unjust” assignment of students to certain high schools, access to high-quality teachers, and assignment to learn in specific academic tracks result in long-lasting consequences that are reflected in freshman college GPA. Importantly, findings also show that the direction and magnitude of the relationship between distributional injustice at schools and college performance is moderated by students’ own gender and race. Race and gender interact with the high schools’ institutional contexts operationalized by tracking practices, teacher quality, and by school racial and socioeconomic composition. Results show that similar settings do not affect all students in the same ways.