CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Do liberal arts colleges make students more liberal? Some initial evidence

Tác giả

Hanson J.M.; Weeden D.D.; Pascarella E.T.; Blaich C.

Năm xuất bản

2012

Source title

Higher Education

Số trích dẫn

DOI

10.1007/s10734-011-9498-8

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84863537053&doi=10.1007%2fs10734-011-9498-8&partnerID=40&md5=656f4a1c5f8b1d9e7faf869326be444a

Tóm tắt

The effect of attending college on students' political ideology has been a controversial topic for many decades. In this study, we explored the relationship between attending a liberal arts college and students' political views. Compared to their counterparts at other 4-year institutions, liberal arts college students began postsecondary education with more liberal political views, but also made great changes toward liberal political views over 4 years of college. These greater gains persisted even in the presence of important confounding influences such as pre-college political views. In addition, our analyses suggested a global effect of attendance at a liberal arts college on the development of liberal political views. Attempts to explain the causal mechanisms underlying this apparent institutional influence were only partially successful. © 2012 Springer Science+Business Media B.V.

Từ khóa

College students; Liberal arts education; Liberalism; Political ideology

Tài liệu tham khảo

Asel A., Seifert T., Pascarella E., The effects of fraternity/sorority membership on college experiences and outcomes: A portrait of complexity, Oracle: Research Journal of the Association of Fraternity/Sorority Advisors, 4, 2, pp. 1-15, (2009); Astin A., Four Critical Years, (1977); Astin A., What Matters in College? Four Critical Years Revisited, (1993); Bartels L.M., Partisanship and Voting Behavior, 1952-1996, American Journal of Political Science, 44, pp. 35-50, (2000); Blackburn R.T., Tenure: Aspects of Job Security on the Changing Campus. Research Monograph 19, (1972); Bryant A.N., Changes in attitudes toward women's roles: Predicting gender-role traditionalism among college students, Sex Roles, 48, pp. 131-142, (2003); Carifio J., Perla R., Resolving the 50-year debate around using and misusing Likert scales, Medical Education, 42, pp. 1150-1152, (2008); Davies J.C., The family's role in political socialization, Annals of the American Academy of Political and Social Science, 361, pp. 10-19, (1965); Dey E.L., Undergraduate political attitudes: An examination of peer, faculty, and social influences, Research in Higher Education, 37, 5, pp. 535-554, (1996); Eddy E., The College Influence on Student Character, (1959); Elchardus M., Spruyt B., The culture of academic disciplines and the sociopolitical attitudes of students: A test of selection and socialization effects, Social Science Quarterly, 90, 2, (2009); Ethington C.A., A hierarchical linear modeling approach to studying college effects, Higher Education: Handbook of Theory and Research, XII, pp. 165-194, (1997); Feldman K., Newcomb T., The Impact of College on Students, (1969); Groves R.M., Fowler Jr. F.J., Couper M.P., Lepkowski J.M., Singer E., Tourangeau R., Survey Methodology, (2004); Hastie B., Higher education and sociopolitical orientation: The role of social influence in the liberalisation of students, European Journal of Psychology of Education, 22, pp. 259-274, (2007); Horowitz D., The Professors: The 101 Most Dangerous Academics in America, (2006); Horowitz D., Indoctrination U, (2007); Hu S., Scheuch K., Schwartz R., Gayles J.G., Li S., Reinventing undergraduate education: Engaging college students in research and creative activities, ASHE Higher Education Report, 33, 4, (2008); Iversen G.R., Contextual Analysis, (1991); Jacob P., Changing Values in College, (1957); Jacoby W., Ideological identification and issue attitudes, American Journal Political Science, 35, pp. 178-205, (1991); Jamieson S., Likert scales: How to (ab)use them, Medical Education, 38, pp. 1217-1218, (2004); Jost J.T., The end of the end of ideology, American Psychologist, 61, pp. 651-670, (2006); Jost J.T., Federico C.M., Napier J., Political ideology: Its structure, function, and elective affinities, Annual Review of Psychology, 60, pp. 307-337, (2009); Jost J.T., Ledgerwood A., Hardin C.D., Shared reality, system justification, and the relational basis of ideological beliefs, Social and Personality Psychology Compass, 2, pp. 171-186, (2008); Lottes I.L., Kuriloff P.J., The impact of college experience on political and social attitudes, Sex Roles, 31, pp. 31-54, (1994); Lubke G.H., Muthen B.O., Applying multigroup confirmatory factor models for continuous outcomes to likert scale data complicates meaningful group comparisons, Structural Equation Modeling: A Multidisciplinary Journal, 11, 4, pp. 514-534, (2004); Mariani M.D., Hewitt G.J., Indoctrination U.? Faculty ideology and changes in student political orientation, PS: Political Science and Politics, 41, 4, pp. 773-783, (2008); Miller W., Party identification, realignment, and party voting: Back to basics, American Political Science Review, 85, pp. 557-568, (1991); Election results 2008: National exit polls, New York Times, (2008); Pascarella E., How college affects students: Ten directions for future research, Journal of College Student Development, 47, pp. 508-520, (2006); Pascarella E., Cruce T., Wolniak G., Blaich C., Do liberal arts colleges really foster good practices in undergraduate education?, Journal of College Student Development, 45, pp. 57-74, (2004); Pascarella E., Salisbury M., Blaich C., Exposure to effective instruction and college student persistence: A multi-institutional replication and extension, Journal of College Student Development, 52, pp. 4-19, (2011); Pascarella E., Terenzini P., How College Affects Students: Findings and Insights from Twenty Years of Research, (1991); Pascarella E., Terenzini P., How College Affects Students (Vol. 2): A Third Decade of Research, (2005); Pascarella E., Wolniak G., Seifert T., Cruce T., Blaich C., Liberal Arts Colleges and Liberal Arts Education: New Evidence on Impacts, (2005); Raudenbush S.W., Bryk A.S., Hierarchical Linear Models: Applications and Data Analysis Methods, (2001); Rosenbaum P.R., Rubin D.B., The central role of the propensity score in observational studies for causal effects, Biometrika, 70, pp. 41-55, (1983); Rothman S., Lichter S., Nevitte N., Politics and professional advancement among college faculty, The Forum, 3, 1, pp. 1-16, (2005); Ryff C., Happiness is everything, or is it? Explorations on the meaning of psychological well-being, Journal of Personality and Social Psychology, 57, pp. 1069-1081, (1989); Sax L., The Gender Gap in College: Maximizing the Developmental Potential of Women and Men, (2008); Seifert T., Pascarella E., Goodman K., Salisbury M., Blaich C., Liberal arts colleges and good practices in undergraduate education: Additional evidence, Journal of College Student Development, 51, pp. 1-22, (2010); Terenzini P.T., Educating for citizenship: Freeing the mind and elevating the spirit, Innovative Higher Education, 19, 1, pp. 7-21, (1994); Thorndike R., Hagen E., Measurement and Evaluation in Psychology and Education, (1977); Voting and Registration in the Election of 2008: Population Characteristics, (2010); Weakliem D.L., The effects of education on political opinions: An international study, International Journal of Public Opinion Research, 14, pp. 141-157, (2002)