Journal articles: 'College of the Political Sciences'

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Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (July 2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

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Dewali, Taybat I., and Lazgin K. Barany. "The Conception of Trauma in Depicting the Battlefields In Wilfred Owen’s War Poetry." Academic Journal of Nawroz University 8, no. 4 (December 30, 2019): 371. http://dx.doi.org/10.25007/ajnu.v8n4a483.

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This study aims at finding out the attitudes of non-English majors’ students at University of Duhok towards English language andearning, in general, and at University of Duhok in particular and exploring the reasons behind their attitudes. The study also investigates the differences in the participants' attitudes based on their major, gender, and studying level. For this purpose, a questionnaire mainly adopted from Gardner's (2004) "Attitude/Motivation Test Battery" was distributed to (259) students from six colleges affiliated to University of Duhok. These six colleges were divided into two groups: Sciences (College of Veterinary, College of Engineering, and College of Sciences) and Humanities (College of Law and Political Sciences, College of Economics and Administration, and College of Basic Education). The findings have revealed that students under study have expressed positive attitudes towards both the English language itself as a language and learning it as a subject of study. The study also has shown that there were no significant differences in the students' attitudes towards the study's variables due to gender and studying level, however, a significant difference based on the students' major was found.

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Masters, Roger D. "Biological Perspectives in the Social Sciences." Politics and the Life Sciences 13, no. 1 (February 1994): 125–27. http://dx.doi.org/10.1017/s0730938400022401.

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From July 31 to August 6, 1993, the Gruter Institute for Law and Behavioral Research and the Nelson A. Rockefeller Center for the Social Sciences at Dartmouth College cosponsored a Faculty Seminar on “Biological Perspectives in the Social Sciences” at Dartmouth. Participants included scholars and graduate students from anthropology, communications, economics, political science, psychology, and sociology, as well as representatives from business and the public sector.

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Moffett, Kenneth W., and Laurie L. Rice. "College Students and Online Political Expression During the 2016 Election." Social Science Computer Review 36, no. 4 (July 24, 2017): 422–39. http://dx.doi.org/10.1177/0894439317721186.

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While college students traditionally exhibit low levels of political participation and interest in politics, they are more likely to engage in some forms of political expression than their elders. Their greater familiarity with online forms of political expression and engagement potentially lowers their barriers for political involvement. In turn, this potentially draws more young adults into the political process. The authors compare the precursors of expressive forms of online political engagement to those of talking to someone off-line and trying to persuade them to vote for or against a candidate or party among college students. They find that both activities are positively connected with politically oriented activity on social media as well as the frequency with which one reads blogs. They also discover that the mechanisms that explain online political expression are both similar to and different from those that explain off-line attempts at persuasion in several key ways.

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Turner, Brian. "BRUCE M. UNGER." PS: Political Science & Politics 42, no. 02 (April 2009): 421–22. http://dx.doi.org/10.1017/s1049096509300669.

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Dr. Bruce M. Unger, professor of political science at Randolph-Macon College, died of cancer at his home January 31, 2008. A native of Brooklyn, and life-longBrooklynDodgers fan, Bruce received his BA at Queens College in 1964, MA at Tulane University in 1967, and Ph.D. at Tulane in 1973. He joined the faculty at Randolph-Macon in 1968, and served 39 years on the faculty. He was Charles J. Potts Professor of Social Sciences when he retired in 2007.

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Breen, Sheryl D. "The Mixed Political Blessing of Campus Sustainability." PS: Political Science & Politics 43, no. 04 (October 2010): 685–90. http://dx.doi.org/10.1017/s1049096510001022.

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AbstractThe rise of sustainability rhetoric, curriculum, infrastructure, and marketing on college campuses is a mixed blessing. On the one hand, college presidents are pledging to eliminate their campuses' global warming emissions; colleges and universities are building wind turbines, composters, and green buildings; and sustainability coordinators are the latest surge in new staff hires. However, the greening of college campuses has a less welcome side as well, and examination of the campus sustainability movement suggests an unsettling lack of theoretical and ideological analysis. In this article, I praise what is being done well, identify the political analysis that has been avoided, and provide arguments for what has yet to be addressed. I argue that the trend toward campus sustainability, while praiseworthy in some significant ways, has left some troubling theoretical assumptions largely undisturbed.

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Li, Miao, Yun Lu, and Fenggang Yang. "Shaping the Religiosity of Chinese University Students: Science Education and Political Indoctrination." Religions 9, no. 10 (October 11, 2018): 309. http://dx.doi.org/10.3390/rel9100309.

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Our study examined the respective relationships between two components of higher education in mainland China—science education and political indoctrination—and the religiosity of university students. Using a cross-sectional, representative sample of about 1700 college students in Beijing, we found first that students studying natural/applied sciences were less likely to perceive Protestantism, Catholicism, and Islam as plausible and less likely to have supernatural belief, relative to students in humanities/social sciences. In addition, the more students positively evaluated the political education courses—which indicates students’ acceptance of political indoctrination—the less likely they reported Protestantism and Catholicism as being plausible. Nevertheless, neither science education nor political indoctrination was associated with the perceived plausibility of Buddhism and Daoism or the worshipping behavior of students. We discuss the implications of these findings in light of the secularization debate and the research on education, religion, and state atheism.

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Lewis, Gregory B. "Do Political Science Majors Succeed in the Labor Market?" PS: Political Science & Politics 50, no. 02 (March 31, 2017): 467–72. http://dx.doi.org/10.1017/s1049096516003012.

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ABSTRACT Despite some stakeholders’ concerns about the practical value of an undergraduate degree in political science, our graduates actually do quite well in the labor market. Based on analysis of a sample of 3.4 million college graduates (including 86,000 in political science) from the 2009–2014 American Community Surveys, our majors earn two-thirds more than demographically similar high school graduates if they stop with bachelor’s degrees, but they are among the most likely to obtain graduate degrees, especially in law. Only engineering, economics, computer science, and health science majors make at least 10% more than our graduates, who make nearly as much as those who major in business and 10% to 25% more than those who major in most other social sciences and humanities. Political science majors have relatively high unemployment rates in their 20s, however, and may end up in very different occupations than they imagined when they chose political science.

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Perrin, Andrew J., and Alanna Gillis. "How College Makes Citizens: Higher Education Experiences and Political Engagement." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311985970. http://dx.doi.org/10.1177/2378023119859708.

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One function of undergraduate education is supporting successful citizenship later in life. Educational achievement is positively, if variably, related to political engagement. However, questions remain about the role of selection into college education as well as the specific college experiences that facilitate postcollege good citizenship. The aim of this study is to test the independent effect of higher education completion on three forms of postgraduation political engagement, using national longitudinal data and controlling for selection into college completion using control-function models. The authors also test the effects of several specific experiences encountered during college—course topic areas and high-impact educational experiences—on these outcomes. College completion has an independent effect (beyond selection) on citizenship behaviors. Social sciences and humanities coursework and two high-impact experiences (being mentored and engaging in a community-based project) were associated with political engagement. Higher education is a training ground for citizenship; particular course and extracurricular experiences help fulfill that mission.

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Rosinger, Kelly Ochs. "Federal Policy Efforts to Simplify College-Going: An Intervention in Community College Enrollment and Borrowing." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 114–31. http://dx.doi.org/10.1177/0002716217698664.

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Over the past decade, the federal government has made substantial efforts to simplify the college-going process and help students to evaluate college choices. These low-cost strategies aimed at improving college access and success by helping students to make informed decisions about college warrant assessment. This study examines the impact of a recent effort aimed at simplifying information that colleges provide to students about college costs, loan options, and college outcomes. Results from a quasi-experimental analysis indicate that the “informational intervention” in this study had limited influence on community college students’ enrollment and borrowing decisions. I discuss the limitations of this particular intervention and the potential impact that other related policy efforts designed to help students at various points in the college-going process may have.

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Schudde, Lauren, Huriya Jabbar, and Catherine Hartman. "How Political and Ecological Contexts Shape Community College Transfer." Sociology of Education 94, no. 1 (August 31, 2020): 65–83. http://dx.doi.org/10.1177/0038040720954817.

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Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.

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DeFleur, Lois B., and James L. Bess. "College and University Organization: Insights from the Behavioral Sciences." Contemporary Sociology 15, no. 2 (March 1986): 246. http://dx.doi.org/10.2307/2071700.

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Kurlaender, Michal. "Assessing the Promise of California’s Early Assessment Program for Community Colleges." ANNALS of the American Academy of Political and Social Science 655, no. 1 (August 10, 2014): 36–55. http://dx.doi.org/10.1177/0002716214534609.

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This article focuses on California’s efforts to improve the alignment between K–12 and postsecondary schooling through the Early Assessment Program (EAP). Implemented in 2004, the EAP was designed to give high school students information about their academic preparedness for postsecondary education and to encourage teachers to teach for college readiness. I describe the EAP and its evolution and presence at California’s community colleges. I then match EAP and other test score data for California high school juniors to administrative data from California community colleges to investigate the extent to which high school student participation in the EAP predicts their college course placement and influences their academic performance. I find that very few students enter the California community college system ready for college-level work based on the EAP exam, but that the EAP can better serve community college campuses in their efforts to place students in developmental coursework.

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Mann, Sheilah. "Two-Year College Political Science Faculty: Recruitment and Responsibilities." PS: Political Science & Politics 29, no. 01 (March 1996): 94–95. http://dx.doi.org/10.1017/s1049096500044267.

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Hepburn, Mary A., Richard G. Niemi, and Chris Chapman. "Service Learning in College Political Science: Queries and Commentary." PS: Political Science & Politics 33, no. 03 (September 2000): 617–22. http://dx.doi.org/10.1017/s1049096500061655.

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Hepburn, Mary A., Richard G. Niemi, and Chris Chapman. "Service Learning in College Political Science: Queries and Commentary." PS: Political Science and Politics 33, no. 3 (September 2000): 617. http://dx.doi.org/10.2307/420867.

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Hao, Lingxin, and Dong Zhang. "China’s College Expansion and the Timing of the College-to-Work Transition: A Natural Experiment." ANNALS of the American Academy of Political and Social Science 688, no. 1 (March 2020): 93–114. http://dx.doi.org/10.1177/0002716220906791.

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This article examines the effect of China’s 1999 acceleration of higher education expansion on when college graduates find their first skilled job. We use a natural experiment to test our hypotheses and exploit the unique education and work history data of a nationally representative survey, as well as estimate a causal inference model. We find that the 1999 education expansion caused a delay in the landing of a skilled job among graduates from technical colleges, while graduates from four-year colleges were not affected in job acquisition. We also find that family origins and individual social positions are significant determinants of who entered college both before and after the education expansion. These findings shed new light on the workings of early adulthood and on social inequality in China.

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Medlin, Mary M., Donald F. Sacco, and Mitch Brown. "Political Orientation and Belief in Science in a U.S. College Sample." Psychological Reports 123, no. 5 (November 21, 2019): 1688–702. http://dx.doi.org/10.1177/0033294119889583.

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Lay skepticism toward empirically supported scientific research has increased significantly in recent years. Given that part of the social contract of science is the betterment of society, it is critical for the scientific community to identify factors underlying public dismissal versus support of scientific evidence. The current study explores how individual differences in political ideology influence acceptance of factual and nonfactual information, with differences in truth-seeking values as a potential mediating variable. Participants rated their agreement with true and untrue (i.e., nonempirically supported) statements and completed self-report assessments of political ideology and personal endorsement of values associated with promoting truth. More politically, liberal individuals reported greater agreement with both scientific facts and untrue statements. Furthermore, endorsement of truth-seeking values mediated the relation between liberal ideology and agreement with facts (but not nonfactual statements). Results suggest that interventions to increase individuals’ acceptance of facts may benefit from stimulating greater support for truth-seeking values and behavior.

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Woessner, Matthew, and April Kelly-Woessner. "Why College Students Drift Left: The Stability of Political Identity and Relative Malleability of Issue Positions among College Students." PS: Political Science & Politics 53, no. 4 (August 18, 2020): 657–64. http://dx.doi.org/10.1017/s1049096520000396.

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ABSTRACTIn considering the liberalizing effect of college on students’ political values, we argue that political identities—in the form of self-identified ideology or partisanship—are components of social identity and are resistant to change. Using data from the Higher Education Research Institute’s student surveys, we show that what movement in identity does occur is mostly a regression to the mean effect. On several issue positions, however, students move in a more uniform leftward direction. We find that liberal drift on issues is most common among students majoring in the arts and humanities. Self-reported ideology does drift left at liberal arts colleges, but this is explained by a peer effect: students at liberal arts colleges drift more to the left because they have more liberal peers. The results have implications for future research on college student political development, suggesting that attitudinal change can be more easily identified by examining shifts in policy preferences rather than changes in political identity.

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Vatoropin, A. S. "The Political Orientations of College Students." Russian Education & Society 44, no. 6 (June 2002): 73–81. http://dx.doi.org/10.2753/res1060-9393440673.

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Schwartz, Joseph M. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 486–89. http://dx.doi.org/10.1017/s1537592716000232.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

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Coles, Romand. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 490–91. http://dx.doi.org/10.1017/s1537592716000244.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

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McClain, Paula D. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 492–93. http://dx.doi.org/10.1017/s1537592716000256.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

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Kaufman-Osborn, Timothy. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 494–95. http://dx.doi.org/10.1017/s1537592716000268.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

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Keohane, Nannerl O. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 496–97. http://dx.doi.org/10.1017/s153759271600027x.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.

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Zhou, Yue, and Xinhua Hu. "Cultivation of College Students’ Low-Carbon Consumption Behaviours based on Mobile Education: A Behavioural View." E3S Web of Conferences 292 (2021): 02040. http://dx.doi.org/10.1051/e3sconf/202129202040.

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With the increasing emphasis on sustainable development, low-carbon education has become an important work in colleges, emphasizing the practice of low-carbon life and letting students know that low-carbon is a good living habit. Under this guidance, the ideological and political workers in colleges need to combine education with low-carbon background, cultivate and develop their life planning, direction and values, which is of great and long-term significance to improve the living environment quality, moral quality and social responsibility of college students. We attempt to use the theory of behavioural science, starting from professor Fogg’s behaviour model, with the convenience of digital tools in the internet era, focusing on the motivation improvement, difficulty reduction and trigger factors of low-carbon consumption of college students, to explore the path of using mobile education to do a good job in low-carbon education, hoping to provide innovative education methods and useful suggestions for ideological and political education in colleges.

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Hepburn, Mary A. "Improving Political Science Education in the Schools: College-School Connections." PS 20, no. 3 (1987): 691. http://dx.doi.org/10.2307/419353.

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Hepburn, Mary A. "Improving Political Science Education in the Schools: College-School Connections." PS: Political Science & Politics 20, no. 03 (1987): 691–97. http://dx.doi.org/10.1017/s1049096500026767.

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Gilmour, Terry L. "Community College and University Partnerships for the Political Science Major." PS: Political Science & Politics 54, no. 2 (March 12, 2021): 373–76. http://dx.doi.org/10.1017/s1049096520001857.

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Lewis, Janice S. "An Assessment of Publisher Quality by Political Science Librarians." College & Research Libraries 61, no. 4 (July 1, 2000): 313–23. http://dx.doi.org/10.5860/crl.61.4.313.

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Publisher quality is one criterion used by collection development librarians in making book selection decisions. Few studies have assessed the perceptions subject specialist librarians have about the quality of academic publishers’ output in specific disciplines. The author surveyed a sample of members of the Association of College and Research Libraries Law & Political Science Section, asking them to assess the overall quality of political science books published by sixty-two academic presses and imprints. The results are reported, analyzed, and compared to a similar survey of members of the American Political Science Association. Many similarities are seen in the rankings, although, on the whole, librarians ranked university presses higher and commercial publishers lower than did political scientists.

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McLendon, Michael K., David A. Tandberg, and Nicholas W. Hillman. "Financing College Opportunity." ANNALS of the American Academy of Political and Social Science 655, no. 1 (August 10, 2014): 143–62. http://dx.doi.org/10.1177/0002716214540849.

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Some states invest relatively heavily in financial aid programs that benefit lower-income citizens, while other states concentrate their investment in programs that benefit students from higher-income backgrounds. States also vary in their levels of direct appropriations to campuses, a form of public subsidy that has long been viewed as benefitting middle-income citizens. What factors influence states to allocate higher education subsidies in a more or a less redistributive manner? This article reports on a study that examined sources of variation in state spending on need-based aid, merit-based aid, and appropriations over the period 1990–2010. Findings document relationships among spending patterns and structural and political conditions of states, indicating a “trade-off” between spending on merit- and need-based aid; as states invest more in the former, they reduce spending on the latter. We also show that the presence of a Republican governor and the strength of Republican representation in statehouses each is associated with increased state spending on need-based financial aid. Our results further show that increased wealth is positively associated with state spending on merit-based financial aid programs and state appropriations for higher education, but not need-based financial aid. We also find distinctive patterns of state support for higher education depending on the degree of centralization of a state’s governance arrangement for higher education; namely, the presence of a highly centralized structure is associated with decreased spending on merit-based aid programs and increased state appropriations to colleges and universities.

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Druckman, James N., Adam J. Howat, and Jacob E. Rothschild. "Political Protesting, Race, and College Athletics: Why Diversity Among Coaches Matters*." Social Science Quarterly 100, no. 4 (March 22, 2019): 1009–22. http://dx.doi.org/10.1111/ssqu.12615.

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Jae Woo Hong, Sungdai Cho, and Soon Cheol An. "Social roles and status of political science as general college education." 21st centry Political Science Review 21, no. 3 (December 2011): 417–47. http://dx.doi.org/10.17937/topsr.21.3.201112.417.

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Anggraeni, Joli. "PENGARUH MOTIVASI DAN LINGKUNGAN KELUARGA TERHADAP MINAT BERWIRAUSAHA MAHASISWA (Studi Kasus Pada Mahasiswa Sekolah Tinggi Ilmu Sosial Dan Ilmu Politik Nurdin Hamzah Jambi)." Jurnal Manajemen Terapan dan Keuangan 8, no. 3 (January 24, 2020): 45–51. http://dx.doi.org/10.22437/jmk.v8i3.8598.

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Abstract This study aims to determine the effect of variables of entrepreneurship motivation and family environment on student entrepreneur interest. (Case Study In High School Students Social Sciences And Political Sciences Nurdin Hamzah Jambi) The population in this study is a student of the College of Social and Political Science Nurdin Hamzah Jambi with 70 respondents. Data collection techniques used were questionnaires. Analyzer used in this research that is, test instrument consist of test of validity and reliability test, multiple linear regression analysis, f test and t test and coefficient of determination test. The overall analysis was calculated using the SPSS ver 22 program. The results of this study indicate that the motivation of entrepreneurship and family environment has a positive and significant effect on entrepreneur interest. Keywords: Entrepreneurship Motivation, Family Environment, Interest in Entrepreneurship.

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Martin, J. Wesley. "Practical Theory: Teaching Political and Economic Citizenship." PS: Political Science & Politics 43, no. 02 (April 2010): 327–31. http://dx.doi.org/10.1017/s1049096510000223.

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How can philosophical instruction inform practical analysis and decision making among college students in a way that demonstrably benefits them as individual members of our polity and economy? I pose this question because each year, I introduce classic political theory to first- and second-year college students who simultaneously confront a fiscal crisis in the American state and profound financial challenges as individuals, and I want to ensure that the concepts and analytical strategies we study as theory can meet their most pressing practical needs during the first decade that they are out of college.

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Shepherd, Gary, and Gordon Shepherd. "Political Attitudes of the American Professoriate Toward the Persian Gulf War." American Review of Politics 14 (April 1, 1993): 71–95. http://dx.doi.org/10.15763/issn.2374-7781.1993.14.0.71-95.

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Based on a national random sample of 657 college professors, indexes were constructed to measure faculty support for U.S. military involvement in the 1991 Persian Gulf War (IRAQHAWK), justifications for U.S. military actions (USJUST), opposition to the war (IRAQDOVE), justifications for Iraqi actions (IRAQJUST), and willingness to consider active protest against the war (GULFPROTEST). Principal findings showed that (1) college professors were less supportive of the war than the American public as a whole, (2) faculty liberalism was associated with greater disapproval of the war, (3) faculty responses to the war varied by academic discipline, with those in the social sciences and humanities least likely to support the war, and (4) cohort effects were relatively weak, but older faculty were most likely to support the war. Implications of this last result are discussed with respect to a statistically dominant cohort of Vietnam generation faculty in contemporary academia.

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Knotts, H. Gibbs, and Claire B. Wofford. "Pre-Law Advising and the Political Science Major: Evidence from Pre-Law Advisors." PS: Political Science & Politics 49, no. 02 (April 2016): 320–26. http://dx.doi.org/10.1017/s1049096516000287.

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ABSTRACTPolitical science is one of the most popular majors for law school applicants, and studies show that political science majors have high rates of law school admission. In addition, many political science departments have a pre-law advisor. However, little is known about the status of pre-law advising on college campuses or the views of pre-law advisors on political science. This article presents the results of a February 2015 survey of 313 college pre-law advisors from across the United States. The authors discovered that the majority of pre-law advisors hold faculty appointments and serve as pre-law advisors without additional compensation or course releases. Pre-law advisors also rate political science as the second-best major, among 14 popular majors, for preparing students for both admission to and academic success in law school. These findings should be of interest to political scientists as well as other faculty and administrators who are concerned with pre-law advising.

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Levinson, David L. "Community Colleges and the “Promise” of Public Sociology: A College President’s Perspective." American Sociologist 44, no. 4 (November 10, 2013): 341–48. http://dx.doi.org/10.1007/s12108-013-9189-2.

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Battistoni, Richard M. "Should Political Scientists Care about Civic Education?" Perspectives on Politics 11, no. 4 (December 2013): 1135–38. http://dx.doi.org/10.1017/s1537592713002867.

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For the past decade, concern about a crisis in civic education and engagement, especially among young people, has been rampant. In 2003, The Civic Mission of Schools report sounded a clarion call for greater attention to citizenship education in K–12 schools and touched off a national campaign, joined by such luminaries as Justice Sandra Day O'Connor, advocating improvements in the way we educate American youth for participation in democracy. Two years later, the work of the American Political Science Association's Committee on Civic Education and Engagement culminated in the publication of Democracy at Risk, which examined growing trends toward civic disengagement and proposed reforms to reinvigorate political participation in the United States. Just last year, a joint effort by the US Department of Education and the Association of American Colleges and Universities produced A Crucible Moment: College Learning and Democracy's Future, once again chronicling a “civic recession” across the land and issuing a “National Call to Action” for higher education to do more to educate young citizens for democracy.

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Losco, Joseph, and Ione DeOllos. "Fear and Loathing in College Classrooms: A Survey of Political Science Department Chairs Regarding Political Bias." Journal of Political Science Education 3, no. 3 (September 20, 2007): 251–64. http://dx.doi.org/10.1080/15512160701558265.

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Gilano, Girma, and Samuel Hailegebreal. "Assessment of Educational Quality and Associated Factors: The Case of Arba Minch College of Health Sciences in 2017, South Ethiopia." Education Research International 2021 (March 18, 2021): 1–9. http://dx.doi.org/10.1155/2021/8854366.

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Introduction. Over the decades, improving the quality of education has been pronounced frequently in many studies. It became a political argument in different media across the globe and the theme of courtesy among scientists. The concern about education is not something you ignore or consider later, so the attempts to improve are increasing with the quality matter going longer and continuing to date. Thus, the primary aim of this work was to assess the quality of education and its associated factors for the future improvement in the study site. Methods. An institution-based cross-sectional study was conducted in Arba Minch College of Health Sciences (AMCHS) students and staff from all departments. Ethical clearance was received and verbal consent was secured beforehand. After processing, data was entered into Epi Info and then transferred and analyzed in SPSS 25.0. Result and Discussion. The overall quality of education in the college was 2.87 ± 1.12. Administrative services, reading places, and resources took a larger share of poor quality. Accessibility, friendliness of staffs to each other and students, availability of clear guideline of conduct, presence of effective, accurate, and promotive services, high standard administrative buildings, availability of standard catering service, availability of standard laboratories, communication, and exchanges with similar level colleges in the region, weekly time table, weekly load, distance, etc. and some sociodemographic factors were associated with poor quality of education. Thus, the college inquired to welcome the aforementioned shortcomings improvement and to provide enough solutions.

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Mariani, Mack D., and Gordon J. Hewitt. "Indoctrination U.? Faculty Ideology and Changes in Student Political Orientation." PS: Political Science & Politics 41, no. 04 (October 2008): 773–83. http://dx.doi.org/10.1017/s1049096508081031.

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In the provocatively titledIndoctrination U., David Horowitz argues that radical members of college faculties have “intruded a political agenda into the academic curriculum,” engaging in propaganda rather than scholarship and indoctrinating students rather than teaching them (Horowitz 2007, xi). Although allegations of liberal bias in academia are nothing new, the issue has gained increased attention as the result of efforts by Horowitz and the Center for the Study of the Popular Culture (CSPC) to promote the Academic Bill of Rights for American colleges and universities.

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Khashan, Hilal. "The Political Values of Lebanese Maronite College Students." Journal of Conflict Resolution 34, no. 4 (December 1990): 723–44. http://dx.doi.org/10.1177/0022002790034004007.

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Hulse, Nia E. "Preferences in College Admission." Society 56, no. 4 (July 11, 2019): 353–56. http://dx.doi.org/10.1007/s12115-019-00380-7.

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Gaski, John F. "The College Admissions Racket." Society 56, no. 4 (July 8, 2019): 357–59. http://dx.doi.org/10.1007/s12115-019-00381-6.

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Miller, Nicholas R. "Why the Electoral College is good for political science (and public choice)." Public Choice 150, no. 1-2 (October 4, 2011): 1–25. http://dx.doi.org/10.1007/s11127-011-9874-z.

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Kelchen, Robert, and Amy Y. Li. "Institutional Accountability: A Comparison of the Predictors of Student Loan Repayment and Default Rates." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 202–23. http://dx.doi.org/10.1177/0002716217701681.

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The federal government holds colleges accountable if too many of their students default on loan repayment, but the default measure traditionally used captures only a fraction of students who are struggling to repay their loans. The 2015 College Scorecard dataset introduced a new loan repayment metric, showing that the percentage of students who have not reduced the principal balance of their loans by at least $1 over a given period of time far outstrips the traditional loan default measure. Using a sample of 3,595 colleges, we test the extent to which student demographics, institutional characteristics, and state-level economic factors are associated with repayment rates and default rates. We also examine whether factors associated with loan repayment rates change between one and seven years after students begin repayment. We find that characteristics traditionally associated with economic disadvantage, including being a first-generation college student or a member of an underrepresented minority group, tend to be associated with lower loan repayment rates, as does attendance at for-profit colleges. These factors are just as or more strongly associated with longer-term repayment rates compared to shorter-term repayment rates.

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SLAPPY, CHARLES A. "College Student Drug Use." Youth & Society 16, no. 4 (June 1985): 457–70. http://dx.doi.org/10.1177/0044118x85016004004.

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Pizarro Milian, Roger. "Remaking College." Canadian Journal of Sociology 40, no. 3 (September 30, 2015): 395–98. http://dx.doi.org/10.29173/cjs25429.

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Garza, Alma Nidia, and Andrew S. Fullerton. "Staying Close or Going Away: How Distance to College Impacts the Educational Attainment and Academic Performance of First-generation College Students." Sociological Perspectives 61, no. 1 (June 7, 2017): 164–85. http://dx.doi.org/10.1177/0731121417711413.

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It is widely documented that first-generation college students attain bachelor’s degrees at lower rates than their peers. First-generation students also consistently prioritize distance to college in their school decision-making process. How distance impacts their educational performance, however, is an issue that has not received sufficient research attention. This study uses the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) to investigate whether the distance between the permanent residence of first-generation students enrolled in four-year degree programs and their attending college impacts their educational attainment and grade point average (GPA). We find that first-generation students who attend colleges at a greater distance from home are more likely to graduate from college with a bachelor’s degree. We do not find strong support for the relationship between distance and a student’s GPA in most years of enrollment. We discuss the way college accessibility reinforces inequality within higher education along with the theoretical implications of our findings.

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Journal articles on the topic 'College of the Political Sciences'

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