Students Again

Ethnic and Minority Politics

 

I. AN OPPORTUNITY FOR RESEARCH - WOOFTER

• The disenfranchisement movement 1888-1908 (2001 book on the subject)
• The political status of the Negro (voting and campaigns.): Negro office holders (64 towns, 21 settlements are government by almost entirely by Negros; many urban cities have black city council members; and 7 states have black state legislative members.
• How whites react to blacks: teaching of the constitution what else should we study?

 

II. WHAT IS THE STATUS OF POLITICAL SCIENCE AND THE STUDY OF RACE: BOWLER AND SEGURA CH.1

• Outside of the political mainstream
• African-American Politics in its own department
• Chicano Studies
• Separation of groups into specialized study? Good or bad? minority politics and American politics are rapidly converging into the same thing

 

III. WHY POLITICAL SCIENTIST DON'T STUDY BLACK POLITICS WILSON III

• Fewer black graduate students in PS than sociology and History numbers are declining
• Less dissertations on black politics
• Fewer blacks to take teaching positions
• Vicious cycle - therefore less graduate students (black or white) are going to be attracted to the field
• Fewer articles in PS Journals
• Historians, Sociologists and economist have been studying slavery, the south, and labor discrimination. where is political science?
• Less funding
• Prior to the mid-1960s putting together a reading list on "black politics" was not easy.
• civil rights movement, riots stimulated some research - but slowed down

 

Why?

Other disciplines are concerned with:

· seeing society from the bottom up rather than just from the top down

· focus on the mobilization of new groups and their choice of new leaders

· interested in personal and group behavior under constrained conditions

· interested in non-formal institutions

 

Political Science

• typically studies elites and decisionmakers
• Likes formal institutions
• Likes quantitative large scale surveys (likely not to have enough minorities in sample)
• Decline in urban politics (taken up by sociology)
• Even in PS strength (Voting studies) there is great neglect of black voters and opinion

 

WHY SHOULD WE STUDY RACE? SEGURA/BOWLER CH.1

• 28% of population consider themselves non-white or Hispanic.
• non-hispanic whites no longer compose a majority of the population in CA and Hawaii
• Growth in the minority population has mostly occurred in the last 20 years

 

What of the accommodation and assimilation of these groups?

• How will the minority populations engage the in political process? vote, run for office, party, protest, violence.
• How will the white majority react to a growing minority population? English only laws, citizenship, etc.
• How will minority groups interact with one another? Competition, cooperation, hostility. zero-sum game? issues of legitimacy???

 

Social Reasons

• lowest socioeconomic strata
• higher dropout rates
• lower college
• lower incomes
• higher imprisonment
• higher rates of HIV infection and chronic diseases
• segregation
• history of private/marketplace discrimination
• Political Reasons
• Lower turnout?
• lower representation
• segregation/concentration
• history of political discrimination
• Demographic trends promise to make minority voters even more important. Shift toward south and west means that reapportionment of house seats will shift to states with large minority populations. Indiana, Michigan, Wisconson lost seats, Pennsylvania lost 2

 

WHAT CAN WE DO TO INCREASE POLITICAL SCIENCE'S ROLE IN ETHNIC STUDIES – WILSON III

• close ethnic studies departments
• hire more minorities
• more research funding
• diverse methodology
• teach classes like this

 

MEANING OF MINORITY? WHAT IS A MINORITY GROUP: BOWLER/SEGURA

• Changing/dynamic definition: color, race, ethnicity, nationality, culture, behavior, immigration status? intermarrying?
• Deracialized society? Browning of society or color blind?

 

Why focus on Latinos and Blacks?

• How cohesive are these groups?
• How different are they from each other or from whites
• Party affiliation?
• Voting for Bush
• Voting for Gore
• Opinion on school bonds
• Opinion on gay marriage
• Which minorities vote more often? why?
• Can minorities be a voting block?

 

LA Mayor's race -Hahn vs. Villaraigosa.

NY blacks & Latinos supported a minority candidate and then abandoned the party when he lost in the dem. primary. Ferrer and Green

 

Political Context of Race

You need to understand political behavior in a political context

• 1965 voting rights act
• SMPD
• nonpartisan elections
• off year elections
• Redistricting
• direct democracy
• Some institutional setting can voice minority concerns or muffle them

 

PSC 401I - Lecture 2: Le May – Chapter 1

 

CONCEPTS AND TERMINOLOGY

Academia first likes to define ideas, concepts prior to studying a topic: i.e.,

Majority/minority; race v. ethnicity; prejudice, stereotyping, discrimination, racisim; assimulation, accommodation

 

Why does Race and Ethnicity matter?

• We are sensory creatures;
• for simplification we classify/categorize
• We are naturally ethnocentric - Us versus Them

 

Ethnocentrism (belief that one's own group is unique and right)

People exaggerate and intensify everything in their own folkways that sets them a partexamples?

 

Why do we do that?

• Dimensions of personal identity – Race and ethnicity are part of our personality
• Race, Ethnicity, Gender, Sexual orientation, Age/generation, Class, Occupation, Hobbies, Ideology, Marital status, Appearance, Nationality

 

Degree of Group Identity varies – How?

• Nuclear member - self-identity is totally involved in the group
• Modal Type - accepts most of the norms and values of the group manifests nearly all the physical or cultural traits.
• Dormant Type - exhibits few if any of the physical characteristics typical of the group and internalizes in a latent manner only some of the norms and values of the group.

 

How do we define the Majority Group? Power vs. Number

• Who are the Majority - WASP dominant by 1815.
• Minority - again power relationship. Blacks were the minority even though they made up 80% of the population in S. Africa. Women are considered a minority - over 52% Underrepresented

 

Why or how does minority group identity form?

External and internal:

• External: The majority "creates" the minority group as a group by seeing all persons evidencing a certain characteristic as being "different" from them and subjecting that person to negative differential treatment on the basis of that perceived difference
• Internal: A group consists of person of varying status whos behavior is determined by the expectations of its members. Primary groups - intimate face-to-face associations and cooperation. Mutual identification for which "we" is the natural expression.

 

Inter-group sequences

• pariah
• indigenous islolates
• annexation
• migration (forced or voluntary)
• colonization

 

What is the difference between Race and Ethnicity?

• Race refers to differences in genetic traits
• Ethnicity - sense of peoplehood - collective experience, language, culture, history, physical appearance, customs, political community. examples? See Max Weber

 

There are Degrees of Racism – what are they? (View the Obama Race Speech here!)

• Institutionalized Racism: society norms, values and laws reflect the racism of the majority. examples?
• Racial Stratification: system of distributing social rewards on the basis of racial discrimination.
• Prejudice - a mind-set where the individual/group accepts as valid the negative social definitions that the majority society forms in reference to some minority group and is predisposed to apply those negative social definitions to all individuals who are peceived as belonging to that group.
• Sterotypes: oversimplistic and overexaggerated beliefs about a group, most often experienced secondhand. examples? lets keep this polite How does prejudice develop?
• Exploitation: inferior group must be kept in its place so that the superior group can enjoy advantages. examples?
• ignorance
• ethnocentrism - belief that one's group is unique and right
• Symbolic: frustrations, anger look for an outlet. scapegoat. Examples?

 

What is Discrimination?

• Applied Prejudice; negative social attitudes translated into action.

 

Levels of Individual Discrimination

• Unprejudice Nondiscriminators - all weather liberal
• Unprejudice Discriminator - fair-weather liberal - homeowner who denies racism
• Prejudice Nondiscriminator - fair weather illiberal, or sort of timid bigot
• Prejudice Discriminator - all weather illiberal, or active bigot

 

Levels of Aggregate Discrimination

 

Segregation - social stratification; caste system, class system,

 

Coping Strategies

Michael Banton - six orders of interracial contact

1. peripheral contact,
2. institutionalized contact (colonialism),
3. Acculturation - gradually absorbing the values, culture of the dominant majority
4. Integration - most interactions are conducted on equal basis, racial distinctions are only a minor consideration (exceptions to equality - education, military units)
5. amalgamation – melting pot; interracial marriage (10-52 percent jews since 1960
6. Pluralism – not a melting pot but a salad bowl, each ingredient remains distinct and identifiable yet all contribute to the mix. maintenance of ethnic subcultures

 

Milton Gordon - Assimilation:

• cultural behavioral
• Structural (socioeconomic? legal?)
• marital
• identificational,
• attitude receptional (absence of prejudice)
• behavioral receptioinal (the absence of discrimination)
• civic (the absence of value or power conflict)

 

Cultural will come first; if structural happens, the others will follow.

Capacity to assimilate

Competitive power - ability to compete in the reward system (Asians)

Pressure power - ability to effect change in society in a collective faction

 

THEORIES OF ASSIMILATION - LeMay Ch. 2

What is assimilation?

• Cultural norms: food, clothing, etc.

 

Job Market

• Out-group marriage
• identification as hyphenated Americans
• less prejudice by majority
• no discrimination
• no value or power conflict

 

Why do some groups assimilate at different rates?

• Psychological reasons
• relative hardship: yes, discrimination sucks, but its better than where we came from
• Drive for Achievement: how is education valued;
• prestigious jobs valued
• voluntary vs. forced migration

 

Sociological reasons

• amount of contact/competition
• visible cultural differences
• Economic reasons
• Economic conditions
• Economic rank and skills of minority group

 

SYSTEMS MODEL OF INCORPORATION

What factors are included in LeMay's Systems model?

Incorporation rate = Majority's fear function + Size of Minority function + Marginal membership function + similarity of cultures function

 

How to operationalize this?

Incorporation rate: block voting, turnout, willingness to vote against one of its own (cross-group voting)

Fear: unemployment, crime, degree of segregation, Time of entry (economic timing, etc.)

Size: relative percentage of a minority group; perception of size, birth rate

Marginal membership: willingness to acculturate: outgroup marriage, size of ethnic press

Similar culture function: location patterns, language, skin color, behavior

 

STRATEGIES FOR MINORITIES

What are the strategies?

Why are some chosen and some not?

Accomodation/Economic: occupational niche: Asian Americans

Accomodation/Political: political machines/Irish, Italians, Greeks

Seperatism/Physical: Chinese, Native Americans; Mormons

Seperatism/Psychological: Black Muslims, Hasidic Jews

Radicalism/old-style: socialism, communism

Radicalism/New-styple: protests, Black Panthers, Cesar Chavez

 

LeMay Chapter 3: Strategies of Accommodation

APPLYING THE SYSTEMS MODEL OF INCORPORATION

What factors are included in LeMay's Systems model?

Incorporation rate = Majority's fear function(X1) + Size of Minority function (X2) + Marginal membership function (X3) + similarity of cultures function (X4)

 

Other Factors

+ Timing?

+ Concentration

+ PUSH PULL FACTORS FOR IMMIGRATION

 

How do these factors apply to the:

Asian Americans – smallest minorities (2000 census 4.2%); well educated; highest median income of any racial group; business ownership rate high

(Service sector); distinct racial characteristics

Chinese? – largest Asian-American group; pull factor (CA economy; railroads; mid-late 1800s); in the beginning mostly males; by 1960 most are native born and male/female ratio is almost balanced. Enormous discrimination and even violence up until WWII because of manpower shortage. Cultural factors are seen as helping acculturation: ethical standards, work ethic, extended family.

Japanese – 6th largest Asian group; immigrated later than the Chinese, mostly to Hawaii, then CA. Many young males, highly literate. Anti-Chinese sentiment quickly extended to them. Laws were implemented to prevent them from owning land. WWII 120,000 (70,000 which were native born citizens) were sent to "relocation camps" (1942-46). Again, cultural factors are seen as helping assimilation: values, respect for authority, duty to community.

Koreans – classic case of economic rout to accommodation. Largest immigration was post 1965. Early immigration was also mostly young males. Success in business ventures contributed to socioeconomic status and assimilation.

German – largest of the Euro-American ancestry groups. Immigration has been long and consistent. Until 1870 there was only a loose federation of many German states, therefore their "Germanness" developed in the U.S. when they were all treated alike. Pull factors: The Homestead Act of 1862 offered free land to the overcrowded population of Germany (Push Factors). Western states advertised for German Farmers.

Scandinavians – immigration can be tracked back to the Vikings. Protestant religion gave them a common bond with the majority. Straight laced, strong work ethic help accommodation. Financial success also helped. Pull factors; Homestead Act.

Greeks – immigration since the colonial times. Push factors: overcrowding/economic conditions in Greece; war between Greece and

Turkey. Many young, unskilled men.

Latinos – Young and Urban, concentrated in a few states

Chicanos – Pull Factors: Mexican American War; economic growth in CA;bracero program 1942; Push factors: Economic decline in Latin America in the 1980s. Mexican Americans are among the least 'Americanized" of all ethnic groups in the U.S. Why? Proximity to Mexico; pride; poor education; racial bias; conquest; secondary/underground labor force

 

Lecture 5: LeMay – Chapter 4

I. Discrimination is not just a black or brown issue:

When one mentions the term “minority” one often thinks of three groups: African-Americans; Latinos; Asian-Americans. But LeMay’s last few chapters have discussed numerous groups who can be considered “minorities”: Arab-Americans; Israel-Americans; Italian-Americans; Irish-Americans, etc. Having said that it seems that some groups have met with more severe discrimination.

Hard to imagine Senator Barbara Mikulski (Polish; D-MD); Senator Olympia Snowe (Greek; R-MA); Geraldine Ferraro; Michael Dukakis; or Spiro Agnew face the same type of discrimination as African-Americans

 

II. Discrimination of new immigrants is a consistent phenomenon in U.S. history

Ben Franklin: "Why should the Palatine boors be suffered to swarm into our settlements and by herding together establish their language and manners to the exclusion of ours? Why should Pennsylvania, founded by the English, become a colony of aliens, who will shortly be so numerous as to germanize us instead of our anglifying them?

 

III. Ironically, disdain for immigrant groups existed even though many immigrants were courted

Chinese – Railroad and steamship companies recruited them heavily

Japanese – immigration arranged by Hawaiian government

Germans – Homestead Act of 1862

Latinos – Bracero Program

African-Americans – forced here (slavery)

Italian-Americans – Illinois, New York, Pennsylvania, California, and Louisiana contracted labor from Italy

 

IV. Accommodation is not easy and takes a long time

Irish – 1970s

Italian-Americans 1980s (100 years)

 

V. Different groups have different strategies of attaining accommodation or assimilation

The two most common are: economic and political

Which one is best?

“Ignorant and inexperienced, it is not strante that in the first years of our new life we began at the top instead of at the bottom; that a seat in Congress of the state legislature was more sought than real estate or industrial skill” Booker T. Washington 1895 “Deny a child a piece of candy and candy will immediately occupy a disproportionate amount of his consciousness.” Woofter Suggesting that a focus on politics may be misguided

 

VI. Which groups have taken the political route?

Blacks, Latinos, Irish, Poles, who else? All of them to some extent

Why choose a political strategy?

Capacity to assimilate

Competitive power - ability to compete in the reward system (Asians)

Pressure power - ability to effect change in society in a collective faction

“When a group desires assimilation but finds its economic route blocked, the tactic of choice becomes political action.” LeMay

 

VII: Political Paths?

Social movements (civil rights); Labor unions; Churches; local politics

Which group was the most successful in their political pursuits?

Irish-labor union; high partisan cohesion (political machine)

Blacks – social movements; churches; high voting cohesion; increasing turnout

Greeks - smaller less concentrated = less fear

Least politically successful?

Hispanics – large population, but true political clout not realized.

Why? Secondary labor force; common sojourner attitude, political apathy.

Why the limited political success of Asian-Americans?

 

Lecture 6: LeMay Chapter 5 - Strategy of Separatism

I. Economic and Political Paths are not the only strategies

a. Separation is also an option: Physical and/or Psychological

b. Why would a group decide to separate itself?

• Disenchantment of the dominant political and cultural system

• If the group is very different from the majority

• If the group has experience extreme levels of hostility from the public or government or both

c. Is this a Successful strategy? why/why not?

• Most new movements don't survive a single generation

• But, if culture and practices are very different

• If they develop distinct organizations

• Small in size

• Leadership

• Some way of solving the collective action problem

 

II. Which groups have chosen this path?

Amish and Mennonites, the Mormons, Native Americans, and black Americans who followed Marcus Garvey.

a. Amish & Mennonites: Have struggled for over 400 years to maintain their separate culture. Small in size – 81,000 Amish; 92,000 Mennonites

 

1) How did they maintain separation?

• Symbolization of core values

• Centralized leadership

• Social sanctions

• Comprehensive socialization;

• Controlled interaction with outsiders

• Limited education (upheld by Wisconsin v. Yoder 1972)

• [Jesus Camp]

2) Have they been successful?

• Old Order Amish have continued to lose members to more liberal groups.

• They were, but economic changes; suburbia has changed their lifestyles. No longer farmers.

• Separation does not mean they can exclude themselves from the laws and obligations of the dominant group [enlistment to armed services.

 

b. Mormons – native born minority (rather than an immigrant); Why did the Mormons choose separation? experienced high levels of repressive discrimination. Pushed out of New York, Ohio, Missouri, Illinios.  Why did the Mormons meet such hostility? Religious differences are often the most salient. Also, the cultural practices of the Mormons were threatening or strange to the dominant society (Brigham Young ultimately has 70 wifes; anti-semitic, anti-black attitudes).

 

Was this strategy successful for the Mormons?

• Yes. It was more than a religion; it was a way of life and still remains distinct from other Christian sects.

• No. Most Mormons are "mainstream" and such mainstreaming have arguably made their lives much better.

 

c. Native Americans - 40 percent of those identifying themselves as Native American live off reservations. Have they been successful in Separation? Yes – The reservation program (legal vs. informal separation) was imposed on them. In addition, Genocide, discrimination, forced them to separate. Also, because they were not immigrants, they had a strong argument that they should not have to assimilate. Although, U.S. government did have a change of heart and adopted a policy of forced assimilation in 1879. Under President Eisenhower implemented relocation and termination programs. These plans encouraged Native Americans to move off the reservations and into major cities. The policies were designed to liquidate Indian land and officially end federal treaties and agreements. Terminating the relationship between the federal government and Indian communities would mean that tribes would lose special relationships they had been given under federal law, including the tax-exempt status of their land and federal responsibility for Native economic and social well-being. Has this been a successful strategy? Lowest income and education levels, worst housing and health conditions or any minority group.

 

d. Black Nationalism

Marcus Garvey: Born in Jamaica, educated in England, became a writer and newspaper publisher. Moved to the U.S. in 1916 when he was 28. Founded in 1920 the Universal Negro Improvement Association (UNIA). Proposed moving African Americans to African and form a colony (with support from the Liberian government). Had support, not surprising, of many white public officials.

Was it successful? No – Garvey badly disregarded the sensibilities of the majority of American blacks. The Liberian government changed its attitude and opposed the colonization plan.

 

III. Psychological Seperation

Black Muslims:

• Establish unity
• Self-defense
• Education
• Political power (within the system)
• Economic power (within the system)
• Change Social setting (Crime)
• Adopt African Culture
• Hesidic Jews
• Christian Evangelicals?

 

IV. Conclusion

Is it Easier for Religious groups to separate or racial groups? Why?

Timing: Native Americans were here since the beginning;

Anabaptists began in 1525; Mormons 1830; Marcus Garvey 1920s

 

Race and the Media

Are African-Americans informed?

Are Latinos informed?

Who are the most politically informed? Cubans? Who are the least informed? Mexican-Americans?

Why is this important? - electoral accountability is often weak in historically black districts because of inadequate information.

 

Explaining variation in political knowledge

Knowledge = ability, opportunity, motive

Ability = education

Opportunity = news consumption, church

Motive = political interest, vote

Control variables: gender, age, and homeowner.

 

Findings

BLACKS

• Television doesn't help

• Newspapers do

• Political church doesn't help

• voting does (a lot)

• Gender matters

• Age matters

MEXICAN

• Television does matter but newspaper doesn't

• English media matters

PUERTO RICAN

· TV doesn't matter

· Newspaper reading does

CUBAN

· media doesn't seem to matter

 

What effect do the media have on race relations?

Does it affect our perception of crime and minorities?

Does segregation interact with media messages to influence opinions?

Yes, in a good way: integrated friendships, churches, workplaces reduces prejudice and increases tolerance.

No: often groups are in competition with one another which can create hostility. Or unequal levels of resources and power cause resentment. Group threat theories suggest racial proximity increases prejudice, heightens fears.

Yes: even if interaction is competitive and negative, contact erodes monolithic stereotyping, creates multiple subcategories for members of a particular group.

 

Gilliam, Franklin D., Nicholas A. Valentino, and Matthew N. Bechmann. 2002. Where You Live and What You Watch: The Impact of Racial Proximity and Local Television News on Attitudes about Race and Crime. Political Research Quarterly 55(4, December), 755-

780.

 

How do the media influence attitudes?

"Lacking such firsthand information, whites must base their responses on whatever information they may have at their disposal" Media: Local News relies heavily on crime reporting. Media message: crime is violent and perpetrators are nonwhite, victims are white

This is consistent across states, cities and media markets Hypothesis: individuals from heterogeneous neighborhoods will be more likely to possess non-violent crime schemas for blacks and therefore be less susceptible to the negative influence of local news

 

Methodology:

2 Experiments - 289 whites shown 12 minute news selection. News clip was manipulated to change type of crime and race of suspect. second study: gang or non-gang crime; race of suspect. 98 white respondents

 

Findings:

Context matters. White respondents that live in more homogeneous areas are more likely to be affected by the black cue.

 

Women In Politics

 

- Class focus: Empirical look at women in politics in the current times.

 

Categories of Women Voters:

- Soccer Moms (Focus on education)

- Norma Rays (Working women – Union organizers for workers rights)

- Sex In The City Girls (Young Professionals)

- Senior Citizens (Granny goose)

 

Women’s Roles: (More than ever before)

- Activists

- Organizations

- CEO’s

- Congress

- Judicial

 

- How do women respond to other candidates (especially other women)?

 

- Challenges women face:

- Running for office

Spouse:

- First Lady

Women in Office:

- Scandal (economic)

 

- Caroline Kennedy endorsed Barrack Obama:

- 1^st daughter of John Kennedy

- She is not an “in the fray” politician.

- This endorsement à independent minded, endorsed Barrack as if he was the new John Kennedy (powerful).

 

- Governor Sedelias (Kansas):

- State of the Union response

- Pelosi (Speaker of the House) behind President during address.

 

- Woman running for President of Paraguay

 

- Condoleezza Rice speaking out against violence in Kenya.

 

- Hillary Clinton campaign:

- Role of spouse as a woman candidate (public making it a double edged sword). Bill helps (she needs him), but if Bill doesn’t help (he is not supportive). “Damned if you do damned if you don’t.”

 

- Cartoons in newspapers:

- More vicious towards women candidates.

 

- Stages of Women’s Studies: (influential women)

1) Woman behind the man (ex. Abigail Adams)

2) Women who did the same thing as men (looked at as oddities)

3) Women in the same role as men but with different experiences. (ex. Rosie the Riveter)

4) More equalized role.

 

- Revolutionary War:

Common law became statutory law (early rights of women lost)

 

- Abolitionists Movement (mid-1800s):

- Formed framework to fight for women’s rights in the future.

- Transition from Abolitionists movement to Women’s movement (organizations formed)

- Natural, fight for one group rights it makes you think about your own rights (ideological).

 

- Names to know:

- Lucy Stone

- Elizabeth Cody Stanton

- Susan B. Anthony

 

- 1919 à 19^th Amendment à can’t deny right to vote based on gender. (Some states allowed women to vote prior à original Constitution allows states to decide who could vote). à The West, more of an external role à life on the frontier à established more of an equality (women could vote prior to the Amendment).

 

- Janette Rankin (Montana) – 1^st woman voted to Congress à she voted against WWI and WWII. Other women:

1 – Didn’t want her to vote against the war because of the perceived bleeding heart ideology of women.

2 – Practical à don’t be too bold, we finally got here don’t ruin it.

 

- Francis Perkins à 1^st woman in cabinet (FDR).

 

- Brenda Star

 

- Betty Daniel – Wrote “The Feminine Mystique”

 

- Geraldine Ferraro – Ran for Vice President (Democrat)

 

- 1992 – Time for Women in Politics:

- More women ran for office

- Attorney General (Janet Reno)

- Secretary of State (Madeline Albright)

- Soccer moms

- More women in Congress

- Clinton (first lady) à challenged the role of first lady (got involved in policy) à other first ladies focused on: Reagan (Drugs), Johnson (Highways), Bush Sr. (Grandma), Bush Jr. (Less of a role), Wilson (powerful when husband went crazy).

 

- 1950s à June Cleaver (T.V. dinners)

 

- 1960s:

- Anti-War

- Civil Rights

- Many movements

- Women’s Rights (Bra burning)

- NOW (National Organization for Women) à lobby Congress for women’s issues.

 

- 1972 à Equal Rights Amendment revived and passed by both House and Senate.

 

- Adoption of a Constitutional Amendment:

Two ways to Amend:

1 - Introduced in Congress and requires 2/3^rd vote in both houses to be passed, then to be ratified it requires ¾ of the states (38).

Ratification: Who will do the ratifying and how long will they have (traditionally 7 years à can extend to 10 years, but historically if it is not ratified within 3 years it usually dies) à Legislatures (Special committees ex. Prohibition) OR Referendum (elect to vote to put it on the ballot).

2 – States petition Congress (2/3^rd)

- Congress calls a Constitutional convention à proposed amendment.

- Back to states to ratify

** Never done this way à except for the first time)

 

- Should people in office be:

- Trustees – vote their conscience

- Delegates – Vote the way they are told by constituents.

- Politicos – Knows when to be a trustee and when to be a delegate.

- Nature of the issue – if in the public eye (delegate) à if less popular (trustee). Are you up for re-election (delegate) or not (trustee)?

- Trustee Safe District – most in the district are in your party (chances of being re-elected are overwhelming)

- Delegate Competitive District – must compete to hold your seat.

- How long have you been in office à long (trustee) or short (delegate).

 

- 4 Reasons why the Equal Rights Amendment did not ratify:

1 – Needed a change in social norms in attitudes about women.

2 – The role that states play can not be underestimated (conservative or liberal).

3- Not all women supported it (what did equality mean à not all women’s opinions can be lumped together).

4 – The difficulty in getting an Amendment passed.

 

- 1973 – Roe v. Wade:

- Right to privacy

- 9^th Amendment interpreted to include privacy even though not explicitly stated.

(Decade Ago)

- In Nevada there was a movement to overturn the state statute that was introduced after Roe v. Wade.

- In the Nevada Constitution à can lock-in a statute

- Petition (initiative) question à on ballot (question #7) à “shall we lock in Nevada statute from Roe v. Wade”

- Tried to lock-in before the statute got watered down.

- If locked-in à legislature can not change the statute (only by going back to the people for a vote).

- Lock-in is unique to Nevada.

 

- 1981 – Sandra Day O’Connor à 1^st woman Justice of the U.S. Supreme Court (appointed by Reagan).

 

- 1984 – Geraldine Ferraro à 1^st woman to run for Vice Presidency.

 

- 1994 – Violence against Women Act.

 

- 1997 – Claudia Kennedy à 1^st woman 3-star General.

 

- 2002 – Halle Berry à 1^st African American woman to win an Academy Award.

 

- 2003 – Nancy Pelosi à 1^st woman Speaker of the House.

 

- 1960 – Birth control pill first introduced.

 

- Political Socialization à the process by which we acquire beliefs, values, and attitudes about the political system and our role as a citizen within that system.

 

- Characteristics of Political Socialization (Agents of Socialization):

1 – Ongoing (lifetime à strongest at 18 yrs. Old)

2 – Occurs in direct and indirect ways.

- Direct à taught

- Indirect à learned through experience

3 – Beginning with concrete objects and advances to abstract concepts.

- Concrete à ex. the flag

- Abstract à ex. civil liberties

4 – Agents of Socialization:

a) Family (the strongest)

- Family is there first

- Blood bond

- Can do indirect and direct teachings.

Direct:

- Parent’s vote

- Adopt family identification

- Dinner conversations

Indirect:

- What’s right and wrong (sanction vs. reward)

- Respect for authority

- Negotiate

- Power/Force

- Sharing/Helping

b) School (2^nd Strongest Agent)

- You are a captive audience (K-12)

- Everybody basically gets the same curriculum.

Direct:

- Political themed classes’ à government, history, and literature.

- Student government (secret ballot)

- Mock trials

- Political clubs

- The flag

- Pledge of allegiance

- Classroom decorations (president silhouettes)

Indirect:

- Teacher bias

- Moment of silence

- Sanctions/Rules

- Administrative hierarchy

- Positioning of teachers vs. students in the classroom

c) Peers

- Peer pressure

- Herd mentality

Groups: (political/personal pressure)

- Church

- Organizations (special interest)

- Ethnic groups

- Professional organizations

d) Media

- Bombards our lives

- Internet, radio, newspaper, t.v., billboards, magazines, podcasts, blogs, etc.

Direct:

- News

- Endorsements

- Debates

- Advertisements

Indirect:

- Bias

- Set news agenda

- Placement of stories

- How headlines are written

- Pictures used

- Some TV programs (reality shows)

- Gay theme

 

- McCain/Feingold Campaign Finance Act à Contribution restrictions, etc.

 

- Political Socialization:

- Values Are Pretty Much Set:

- Who learns

-  What learns

- When learns

-From whom à agents:

- Family

- School

- Peers

- Media à Newspaper, magazine, TV, etc.

- Movies à documentary/entertainment

- Popular Culture – reflects and reinforces societal norms.

- Things That Could Potentially Change Values:

- What might change your mind about political views?

- Anything that puts you in touch with the system. (Ex. Get sick à healthcare – Factory Closes à unemployment)

- A good outcome can reinforce your belief, but a bad outcome can make you change.

 

- Evidence of masculinity and the Presidency:

- The marriage of masculinity and the President.

- President referred to as Mr. President/he (partially historical)

 

- Views of…:

Men:

- Tough

- Competitive

- Incisive

Women:

- Considerate

- Conscience

- Flexible

 

- Nicknames:

- Condi Rice, Liddy Dole

 

- Reinforce Pop Culture:

1) Feminize your opponent (Ex. Bush Jr. à Guy you could drink beer with vs. John Kerry à prissy)

2) Can a woman be commander-in-chief?

- Can never have the same soldiering experience as a man.

3) Belief learned from an early age (separate spheres ideology?

- Women à private (caregiver)

- Men à public

- Ex. Women can do anything that men can do à what you do is not important because all you are trying to do is what he can do.

- Ex. Man is the protector/hero.

4) Objectification of women.

- Body as an object (Ex. TV à sell products)

- Girls are taught to think of their bodies as a work in progress while boys use their bodies to master their environment.

 

- Currently, 13 countries have women Presidents.

 

- Political Socialization:

- Religion: (reinforces some women stereotypes)

- Mormon

- Muslim à women wear berkas, etc.

- Bible à Eve is the bad one à Virgin Mary is the mother à not many women saints.

- Values: (process of forming public opinion when applied to politics)

- Values + Information à opinions à activities

- Ex. Courage + Candidate (war hero vs. draft dodger) à support war hero à vote for war hero.

- The stronger you feel about the value the more you are likely to do something (Ex. Campaign)

- Cross pressures à pro-choice

- Cost Benefit Analysis:

1) Weigh actions from then (ex. Draft dodger) / now (candidate)

2) Importance (Big picture consequences)

3) look at a third option to make the choice for you.

- Litmus test issues: (a person who will not vote for a candidate based on a single issue)

- Ex. à Abortion, Gun control, etc.

- Wedge Issue (Use one issue against another to drive a wedge between the populations of voters).

- Ex. à Gay marriage, immigration, etc.

 

- Rational Choice Voting: (4 irrational tactics)

1) Getting information: (news, websites, peers, music, TV, books, debates, etc. à All based on bias or imagery)

** THE ONLY RELIABLE RATIONAL CHOICE VOTING MEASURE IS à THE VOTING RECORD OF THE CANDIDATES!!!

2) Reinforcing Values (the more you hear things the more it becomes your position – Ex. Young people are for Obama à you are young à you better be for Obama)

3) Name Recognition (How do candidates get it? à ads, signs, important people who have the same name <Ex. Kennedy>, people with easy names <Ex. Smith>, 1^st name on the ballot).

4) Perception/Facts/Emotion (Words candidates use à hope, change, leadership qualities, honest, etc.)

 

- We use polls to measure all of the stuff above (rational choice voting).

 

- Kinds of Polls:

1) Benchmark à what is the situation today (starting point)

2) Tracking à what change does occur

3) Pre-test/Post-test à impact of opinion before/after an event

4) Racehorse à how would things turn out based on today’s information (not very accurate, but can be used to build momentum and raise money)

5) Garbage Can à pulls sample ballots out of the garbage can and tally

6) Exit à ask voters as they exit from voting (replaced garbage can polls)

7) Push à dirty trick polls to push you in a direction (Ex. Phone call à who are you voting for? à would you still vote for them if they…)

8) Recordings à phone calls

 

- 4 Characteristics of public opinion:

1) Intensity (we are not very ideologies/intense in this country)

2) Flexibility (we are very flexible because we are not intense in this country)

3) Direction (for/against à if strongly opposed more likely to vote)

4) Relevance (how does it affect me now)

5) Lack of Constraint (we are inconsistent in our views and we try to rationalize that)

- Ex. Many people are for the death penalty while they oppose abortion. à Rationalize: à fetus had no choice à death row inmate had a choice.

 

- Campaign finance:

- Nevada à $5000/primary - $5000/general - $10000/total

- Contributors à corporations, individuals, PACs, labor unions.

- Individual à $2300/per election to candidate - $28500/to national party per year - $10000/to state or local party per year - $5000/to PAC per year (Individuals can contribute quite a bit).

 

- Public Opinion:

- Gender Gap à Difference between men and women (1980 in Carter vs. Reagan is when the term gender gap started)

 

- 4 Differences Centered on men and women:

1) Political knowledge and interest (men have more)

- Over the last few years this has been changing (more women in politics, women in the workforce, politicians catering to women, revised textbooks to be more neutral)

- Political Efficacy à fell that your voice is listened to… that you can make a difference. (Less efficacy à lower interest <positive correlation – moves in the same direction>)

2) Party ID and Ideology

- More women Democrats in office, why? à Personality, background, party structure (ex. Proportional representation).

3) Domestic Policy

- Women’s issues (health care, education, sexual harassment, domestic violence, child care) – Men’s issues (defense, taxes, foreign policy)

 

- Things That Affect Voter Turn Out:

- Long-Term Forces:

- Values (political efficacy, political trust, political knowledge)

- Institutional Limitations (ex. Eligibility requirements à help people or keep them from access)

- Party Identification (gained at an early age)

- Your Personality (your perception of the candidate’s personality)

- Short-Term Forces:

- A candidate that energizes you

- Is it a historic election?

- Current events (what is happening on the current political scene <ex. Economy>)

- Negative campaigns (do people like the candidate)

- Personal Circumstances (don’t feel well on Election Day)

 

- Book: Henneberger “If They Only Listened To Us”

- Journalists à Slate & Common Wheel (Catholic Opinion)

- She is liberal

- Interviewed 234 women around the country

- Conservative leaning book

- The sample is not representative of the whole female population (certain age, etc à people introduced from friends)

- The women begin and end with disclaimers (hearsay à not sure of their convictions)

- Representative of people from her home town (Mount Carmel, Illinois)

- Women are anxious to share their opinions (more rationalization rather than taking hard-line positions)

- Little focus on foreign policy

- Shout Culture à In your face shouting opinions (not like the women in this book)

Themes:

- Lack of participation

- Not politically involved (target of persuasive politicians)

- Not part of the shout culture

- Want to be Democrats, but single issues keep them from doing so. However, if Democrats changed their positions on those issues they would cease to be Democrats.

- All hated Hillary (want someone to break the glass ceiling, but not her) à they feel this way over personal issues, not policy issues.

- Katherine Harris (Florida Secretary of State à Congressional Representative à Lost Senate race) – comments about her dress.

- John Edwards and wife (liked him because of one-on-one connection and his wife à “good husbands are made not born”)

- Didn’t like John Kerry’s wife à she was too bold

- Women of the Katrina storm à anti-incumbent

- Women look to be self-reliant because they have had to for so long (government does not help)

- Abortion

- Person matters more than party ID

- Democratic Party has let women down (and are condescending)

- Easier to go from Democrat to Republican than vice versa (issues à abortion, economy, war, etc.)

 

- Representative Democracy – we elect representatives to vote on policy (called a Republic)

 

- Direct Democracy – You vote directly on policy (ex. Ballot initiative)

 

- Public Policy:

- Democracy (Representative or Direct) – Public Opinion ßà Public Policy – Elections

 

- Public Policy Definitions:

- Harold Lasswell à government is “who get what, when, and how much”

- Theodore Lowi à Expansion of government sovereignty

- An interaction among three things: political culture, political institutions, and political regime. (Political culture à morals, values, history) (Political institutions à courts, legislatures, states) (Political Regime à who is in power at any given time makes a difference in policy)

- These three things have changed:

1) Culture à educational system, books in schools exclude sexists texts, civil activists.

2) Institutions à term limits (allows more people to run)

3) Regime à More women CEOs

 

- How policy is formed:

1) Identify a problem or a need (news, individual, or candidate à brings to attention of government) à Ex. Women – Abortion – women were dying from back alley abortions.

2) Define the problem in a way that government can deal with it (setup a test case à ex. Roe v. Wade, Plessey v. Ferguson) – Ex. Poverty – Family of four making less than $20,000 per year.

3) Find representation within the system (internal) to get the issue on the agenda (a representative can introduce the bill) – Ex. Poverty of women à Equal Pay Act, minimum wage, Family and Medical Leave Act.

4) Organizations (1 – hype the issue 2 – lobby for the issue 3 – member bloc votes 4 – endorse candidates in line with the issue)

5) Formulate a solution (negotiate, compromise, make sure no unintended consequences)

6) Legitimize (court rules, President Sign’s bill)

7) Get implemented (states usually do this à may be fast or may be slow it depends on the state)

8) Evaluation (Did the policy solve the problem? Did it have unintended consequences?)

 

- Policy is evolutionary à it grows à gradual improvements.

 

- Interest Groups:

- AKA à Pressure groups or Special Interest Groups

- Two Groups in Politics:

1) Primary (belong just because of circumstance ex. Family, generation X, and geographic location)

2) Secondary (formal organizations that you make an effort to join to represent interest of primary groups ex. NOW, NAACP, etc)

 

- Interest groups influence policy and elections:

- Resources are necessary for success

Policy Side:

1 - Money (membership dues – if no dues “free riders” (Mancur Olsen term) ex. NRA gets automatic weapons put in law à everyone can have them not just the group. Need to minimize free riders (offer benefits): social benefits (offer discounts with membership), psychological benefits (feel like you are contributing to something good)

2 – Lobbyist (Influence peddlers) à broker deals, get information, provide testimony.

3 – Backing of the interest group (ex. Celebrity endorsements)

4 – Effective structure and respected leadership (both internal and external)

5 – Access to information (to get policy changed)

6 – “Juice” (access to people in power and people with money)

7 – “Wining and Dining”

8 – Broker deals and put together voter majorities.

Election Side:

1 – Campaign contributions (PACs)

2 – Independent expenditures (for candidates when contributions are maxed out)

3 – Provide information about candidates

4 – Breeding ground for potential candidates

5 – Bloc voting

6 – Grass roots activities (ex. Door-to-door canvassing, phone banking, ask members to volunteer, etc.)

 

- Common traits of interest groups to help women:

1 – Serve as mentors to women and help train women leaders

2 – Provide camaraderie (social function)

3 – Contribute to self awareness (consciousness rising)

4 – Perform needed services (ex. Planned Parenthood)

5 – Help channel participation (ex. Bloc voting, get out the vote)

6 – Help develop communities (ex. League of women voters)

7 – Social (ex. junior league, Red hat ladies)

 

- Why join interest groups?:

- Incentives (material ex. Tax deductions, business network)

- Solidarity (satisfaction of joining)

- Purposive (commitment to a cause)

 

- EMILY’s List – “Early Money Is Like Yeast” à invests early in campaigns à Democratic pro-choice women.

 

- WISH – “Women In the Senate and the House” à Republican equivalent to EMILY’s List.

 

- Examples of Interest Groups:

- WOW (Wider Opportunities for Women)

- Women Under 40

- Liberty Bells

- Axis of Eve

 

- Political Action Committees (PACs)

- Harder for women to raise money than men.

- Not true when controlled for constants.

- Things that make it harder:

1 – Incumbents (if challenging) (especially outsider candidates claiming “not to be a politician”)

2 – Lack of contacts (to make it easier to raise money)

3 – Don’t have the personality to make the sale.

- Thing that made it easier for women to be viable candidates

1 – Women are harder working candidates that bring volunteers to help with the campaign.

2 – Candidates less prone to scandal

3 – PACs (specific to help women ex. EMILY’s List)

 

- Finance Reform: Hatch Act à Most important of the 1970s, had the most teeth

 

- Public Money (1970-71): (Box on tax forms $3)

1 – No strings (not tied to public interest)

2 – Can spend time campaigning

3 – Level the playing field (not just wealthy candidates can run)

 

- 1970s à Federal Election Commission

 

- Mid-1970s à more disclosure and limitations

- Disclosure à important for transparency. Know who is giving, know the money is being used wisely (or the way intended), if you can’t manage your own money… how can you manage the public’s money, can assess the candidates strategy (how much money to signs, direct mail, etc.)

- Limitations à Contributions can be capped. Valeo v. Buckley à cannot cap expenditures (unless public money)

- Loopholes à Soft money (money contributed to the party, voter registration), independent expenditures (no limitation on what I can spend on my own ex. TV, ads, mailers against an opponent but the candidate/opponent cannot know – plausible deniability – Ads with out “I am ___ and I approve this message”

 

- Bundling

 

- Ellen Malcolm

 

- PACs strategy to focus contributions and maximize electoral results:

1 – Pick your battles (how likely is it that the candidate will win)

2 – Invest money early (increases credibility, discourages other candidates, money breeds money)

3 – Let them fly (once you become an incumbent you are on your own)

 

- Difference between interest groups and political parties:

- Interest Groups

- Single issue

- Endorse candidates

- Come and go depending on the issue

- Serve other functions (Social, professional regulation of their industry, charity, protects economic interest of members)

- Political Parties

- Broad platform

- Run candidates

- Last long

- Strictly politics

 

- Role of women and political parties:

- 4 stages:

1 – Both major parties were opposed to suffrage.

2 – Both parties supported suffrage to get votes once it was certain to pass.

3 – Once members of the party they were restricted from doing anything.

4 – Genuine active membership

 

- Role of women in the party organization:

1 – Women as voters

2 – Women in the party leadership

3 – Women as elected officials (Gender Gap in Democratic Party à more women party leaders and elected officials.)

 

SHORT ANSWER: (Terms at the end of chapters 1 – 6, 10)

1) Abolition movement

2) Absolute governments

3) Adkins v. Children’s Hospital

4) American Woman Suffrage Association (AWSA)

5) Anarchy

6) Articles of Confederation

7) Civil Rights Act

8) Common Law

9) Constituencies

10) Declaration of Sentiments

11) Democratic National Committee

12) Division of Labor

13) Enfranchisement

14) Equal Opportunity Employment Commission (EEOC)

15) Equal Pay Act

16) Equal Rights Amendment

17) The Feminine Mystique

18) Feminist

19) Fifteenth Amendment

20) Fourteenth Amendment

21) Functionalist

22) Gender-based Inequality

23) Glass Ceiling

24) Great Depression

25) Misogynist

26) National American Woman Suffrage Association (NAWSA)

27) National Commission on the Status of Women (CSW)

28) National Organization for Women (NOW)

29) National Woman’s Party

30) National Woman Suffrage Association (NWSA)

31) New Deal

32) Nineteenth Amendment

33) Patriarchal

34) Protective Measures

35) Republican National Committee

36) Roe v. Wade

37) Seneca Falls Convention

38) Sex-based Differences

39) Social Contract

40) Socially Constructed

41) Societal Norms

42) Stratification

43) Susan B. Anthony Amendment (Nineteenth Amendment)

44) Title IX

45) Utilitarian

46) Consensus

47) Direction

48) Divisive Opinion

49) Fluidity

50) Gender Gap

51) Governmental Activism

52) Hawkish

53) Hypothesis

54) Intensity

55) Non-opinion

56) Political Efficacy

57) Political Socialization

58) Public Opinion

59) Relevance

60) Stability

61) American Association of University Women (AAUW)

62) Behavioralist Model

63) Business and Professional Women (BPW)

64) Campaigning

65) Endorsements

66) Equal Rights Amendment (ERA)

67) Housekeeping Argument

68) Interest Group

69) Lobbying

70) Material Incentives

71) National Women’s Political Caucus (NWPC)

72) Paradigm

73) Pluralists

74) Protests

75) Purposive Incentives

76) Ratings

77) Social Movements

78) Socioeconomic Status

79) Solidarity Incentives

80) Voluntary Associations

81) Women’s Equality Action League (WEAL)

82) Bipartisan

83) Bipartisan Campaign Reform Act

84) Buckley v. Valeo

85) Bundling Organization

86) Corporate PAC

87) Democratic National Committee (DNC)

88) Donor Base

89) Donor Network

90) Eligibility Pool

91) Federal Corrupt Practices Act of 1925

92) Federal Election Campaign Act of 1971

93) Federal Election Campaign Act of 1974

94) Federal Election Commission

95) Hatch Act

96) Ideological PAC

97) Independent-expenditure Loophole

98) Issue Litmus Test

99) Labor PAC

100) Legislative Reorganization Act

101) Nonconnected PAC

102) Parent Organization

103) Partisan

104) Political Action Committee

105) Professional-association PAC

106) Republican National Committee (RNC)

107) Soft-money Loophole

108) Watergate Class

109) Amateurs

110) Australian Ballot

111) Democratic Party

112) Direct Primary

113) Fifth Party System

114) First Party System

115) Fourth Party System

116) Grand Old Party (GOP)

117) League of Women Voters

118) New Deal

119) Party in the Electorate

120) Party in Government

121) Party Organization

122) Patronage

123) Political Boss

124) Political Machines

125) Professionals

126) Progressive Party

127) Republican Party

128) Second Party System

129) Single-member Districts

130) Third Party System

131) Voting Cue

132) Winner-take-all-system

133) Women’s Education for Delegate Selection (WEDS)

134) Challengers

135) Constituency

136) Eligibility

137) Incumbency Advantage

138) Incumbent

139) Multimember District

140) Open-seat Races

141) Sex Role Socialization Model

142) Single0member District

143) Situational Model

144) Socioeconomic Status

145) Structural Model

146) Voting Rights Act of 1965

147) Women’s Political Action Committees

148) Affirmative Action

149) Amicus Curiae

150) Bona Fide Occupational Qualification (BFOQ)

151) Exceptions

152) Burger Court

153) Comparable Worth

154) Content Model

155) Drafting

156) Equal Pay Act Amendments

157) Equal Pay Act of 1963

158) Family and Medical Leave Act (FMLA)

159) Frame

160) Hyde Amendment

161) Judicial Consent

162) National Right to Life Committee

163) Operation Rescue

164) Parental Consent

165) Parental Notification

166) Pregnancy Discrimination Act of 1978

167) Procedural Model

168) Pro-life Movement

169) Protective Measures

170) Racketeer Influenced Corrupt Organizations Act (RICO)

171) Rehnquist Court

172) Reverse Discrimination

173) Spousal Consent

174) Substantive Representation Model

175) Title VII of the Civil Rights Act of 1964

176) Webster v. Reproductive Health Services