Integrating Rigor and Relevance in Public Administration Scholarship: The Contribution of Narrative Inquiry

A traditional view of scholarly quality defines rigor as the application of method and assumes an implicit connection with relevance. But as an applied field, public administration requires explicit attention to both rigor and relevance. Interpretive scholars' notions of rigor demand an explicit inclusion of relevance as an integral aspect of quality. As one form of interpretive research, narrative inquiry illuminates how this can be done. Appreciating this contribution requires a deeper knowledge of the logic of narrative inquiry, an acknowledgement of the diversity of narrative approaches, and attention to the implications for judging its quality. We use our story about community-based leadership research to develop and illustrate this argument.     

The Political Cultures of Israel's Radical Right: Commentary on Ehud Sprinzak's The Ascendance of Israel's Radical Right∗

Between 1968 and 1974 Italy was subjected to an unusually virulent campaign of right‐wing terrorism and subversion. An illustrative episode associated with this so‐called ‘strategy of tension’, which was characterized by the systematic use of covert ‘false flag’ operations, was the 17 May 1973 grenade attack outside Milan police headquarters that resulted in four dead and over 40 injured. Although the perpetrator, Gianfranco Bertoli, claimed to be an ‘individualist anarchist’ and had in fact established contacts with certain anarchist and leftist groups, subsequent judicial investigations revealed that he had been an informant and infiltrator for the Italian military intelligence service, that he had long maintained links with various anti‐communist and neo‐fascist organizations, and that he apparently received ‘cover’ and some type of logistical support prior to the attack from one or more ‘international secret services’. Although many aspects of the crime still remain murky, in all probability Bertoli was an agent provocateur acting on behalf of clandestine, quasi‐official intelligence apparatuses rather than a solitary anarchist engaging in violent ‘propaganda of the deed’.     

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.     

Reviews and resources

Throes. Conceived and performed by Doorika. The Vineyard Theater, New York City, October 14, 1994.

Visiting Hours. An installation by Bob Flanagan in collaboration with Sherrie Rose. The New Museum of Contemporary Art, New York City, September 23‐December 31, 1994.

‘Aberrant Motion1–4.’ Videos by Cathy Sisler. Available through Groupe Intervention Video, Montreal, Quebec, H2T 1S6. Phone (514) 271–5506; Fax (514) 271–6980.

Converging Realities: Feminism in Australian Theatre by Peta Tait. Currency Press, Sydney, in conjunction with Artmoves, Melbourne, Australia, 1994. Released in the United States by Cambridge University Press, 1994.     

Community Support and Diversionary Measures for Juvenile Offenders in Hong Kong: Old Legacy, New Age

This paper begins by examining the arguments that led to the change of emphasis from residential training and detention to community-based measures in Hong Kong. Police cautioning and community support services are introduced. An evaluation of the services provided found that the majority of respondents reported high levels of satisfaction with them. It is likely that the services exerted positive influences on the respondents’ deviant behaviour, family values and sense of social responsibility, but one-fifth of them continued to commit deviant acts. Parents’ participation was not high. Young offenders rarely took responsibility for the offence they committed or understood the harm they had done to victims, and victims were not involved in deciding the intervention plan. The conclusions raise issues about the future for Hong Kong. They consider new diversionary strategies for responding to young people and debate the values that should underpin them.