Journal of Social Issues最新文献

Reducing Climate Change Denial and Increasing Support for Climate-Friendly Policies: The Role of Climate Change Education 减少对气候变化的否认，增加对气候友好型政策的支持：气候变化教育的作用

IF 4 1区社会学

Journal of Social Issues Pub Date : 2025-02-25 DOI: 10.1111/josi.12664

Sheri R. Levy, Caitlin Monahan, Ashley Araiza, Luisa Ramırez, Ximena Palacios-Espinosa

{"title":"Reducing Climate Change Denial and Increasing Support for Climate-Friendly Policies: The Role of Climate Change Education","authors":"Sheri R. Levy, Caitlin Monahan, Ashley Araiza, Luisa Ramırez, Ximena Palacios-Espinosa","doi":"10.1111/josi.12664","DOIUrl":"https://doi.org/10.1111/josi.12664","url":null,"abstract":"<div>\u0000 \u0000 Insufficient US public education and misinformation from other sources contribute to climate change (CC) denial. Public US university students in the South (Study 1) and Northeast (Studies 1 and 2) were randomly assigned to watch two educational science videos on CC (experimental condition) or flu viruses (control condition). Experimental (vs. control) condition participants reported (a) less agreement with statements reflecting CC denial (immediate post-test [Studies 1 and 2] and delayed post-test [Study 2]); (b) greater agreement with statements about the existence, seriousness, and human causes of CC and hope for CC interventions (immediate post-test [Studies 1 and 2]); (c) greater intentions to support climate-friendly US policies (immediate post-test [Study 1]); and (d) less negative feelings about CC (delayed post-test [Study 2]), when controlling for gender and political leaning. Implications for effectively addressing CC education among university students with relatively easy-to-implement, time-efficient, and cost-effective interventions are discussed.\u0000 </div>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143489898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

High Cost of Scientific Ignorance: A Conceptual Foundation for Scientific Literacy in the Courts

IF 4 1区社会学

Journal of Social Issues Pub Date : 2025-02-23 DOI: 10.1111/josi.70001

Sharon Mason, Demosthenes Lorandos

{"title":"High Cost of Scientific Ignorance: A Conceptual Foundation for Scientific Literacy in the Courts","authors":"Sharon Mason, Demosthenes Lorandos","doi":"10.1111/josi.70001","DOIUrl":"https://doi.org/10.1111/josi.70001","url":null,"abstract":"<div>\u0000 \u0000 This paper examines the failure of Daubert, using analysis from case law, legal scholarship, social psychology, and the philosophy of science to map out the scope of the problem. Next, it provides a diagnostic situated within recent work in social epistemology that highlights structural challenges in the contemporary epistemic landscape. Although the problem of the misuse of science in the courtroom has many different dimensions, one underexplored facet is the courtroom as an instance of broader structural problems in the management of authority, ignorance, and expertise. Building on this analysis, the authors identify five key scientific concepts: (1) the source of scientific authority is derived from consensus within a critical community; (2) falsification, rather than confirmation, is a primary methodological commitment; (3) uncertainty and ignorance in scientific inquiry can managed, but not eliminated; (4) there is a difference between performative, disingenuous pseudoskepticism and a skeptical, critical perspective; and (5) one should be able to recognize genuine scientific expertise and should defer to that expertise. These five foundational ideas provide a conceptual footing for scientific literacy within courtrooms and a basis for educating legal professionals.\u0000 </div>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Narcissism of Science Denial

IF 4 1区社会学

Journal of Social Issues Pub Date : 2025-02-18 DOI: 10.1111/josi.70000

Agnieszka Golec de Zavala

{"title":"Narcissism of Science Denial","authors":"Agnieszka Golec de Zavala","doi":"10.1111/josi.70000","DOIUrl":"https://doi.org/10.1111/josi.70000","url":null,"abstract":"Amid historically low societal trust in science, four cross-sectional studies (N = 3856) reveal a link between generic science denial and national narcissism. The findings support the pre-registered hypotheses that (1) national narcissism (a desire for national recognition) and ingroup satisfaction (pride in national value) have opposite unique associations with science denial (rejection of scientific consensus and generalized suspicion toward scientific experts) and (2) opposite indirect associations with specific outcomes of science denial during the COVID-19 pandemic and beyond (climate change denial, anti-vaccination attitude, and support for unregulated “alternative” medicine). After their common variance is controlled, national narcissism is positively associated with generic science denial and its outcomes, while national ingroup satisfaction is associated negatively. National narcissism was the strongest predictor of science denial, surpassing other established predictors such as low education and political conservatism. Studies 1 and 2 showed additionally, that vulnerable narcissistic personality was the second strongest predictor of generic science denial, demonstrating for the first time, that the narcissistic need to be recognized as better than others underlies generic science denial.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reveling in Mayhem: The Need for Chaos in Pandemic Psychology

IF 4 1区社会学

Journal of Social Issues Pub Date : 2025-02-18 DOI: 10.1111/josi.12661

Raihan Alam, Joseph A. Vitriol

{"title":"Reveling in Mayhem: The Need for Chaos in Pandemic Psychology","authors":"Raihan Alam, Joseph A. Vitriol","doi":"10.1111/josi.12661","DOIUrl":"https://doi.org/10.1111/josi.12661","url":null,"abstract":"<div>\u0000 \u0000 The COVID-19 pandemic is a critical challenge to public health, with authorities emphasizing the importance of measures like vaccination to curb its spread. Yet, pandemic misperceptions, including distrust in scientists and conspiratorial beliefs about the disease, pose significant barriers to these efforts. Amid the turmoil of the COVID-19 pandemic, that is, there are some who revel in mayhem. Our research investigates the need for chaos (NFC)—the drive to disrupt societal institutions—as a predictor of pandemic misperceptions. In an online sample (N = 1079 individuals), we found that those high in the NFC are also more anti-intellectual, less cognitively sophisticated, more prone to conspiratorial thinking, including about COVID-19, and reported reduced willingness to engage in other forms of disease mitigation, such as vaccination and social distancing. These observations emerged while controlling for ideology and other psychological, political, and demographic variables. We also find evidence that the relationships between NFC and COVID-19-specific behaviors may be explained by greater endorsement of COVID-19 conspiracy theories (CTs). We consider the implications of these findings for a scientific understanding of pandemic psychology, political misperceptions, and the challenges that surround effective disease mitigation and other issues concerning public health.\u0000 </div>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Psychological Distance to Science Affects Science Evaluations

IF 4 1区社会学

Journal of Social Issues Pub Date : 2025-02-18 DOI: 10.1111/josi.12663

Bojana Većkalov, Natalia Zarzeczna, Frenk van Harreveld, Bastiaan T. Rutjens

{"title":"Psychological Distance to Science Affects Science Evaluations","authors":"Bojana Većkalov, Natalia Zarzeczna, Frenk van Harreveld, Bastiaan T. Rutjens","doi":"10.1111/josi.12663","DOIUrl":"https://doi.org/10.1111/josi.12663","url":null,"abstract":"In four experiments (three preregistered; Ntotal = 4511), we investigated the influence of psychological distance to science (PSYDISC) on science evaluations. PSYDISC reflects the extent to which science is perceived as an (in)tangible undertaking conducted by people (dis)similar to oneself (social), with effects in the here (far away; spatial) and now (in the distant future; temporal), and as (un)useful and (in)applicable in the real world (hypothetical distance). In Study 1, framing the science of nanotechnology/genetic modification (GM) of food as psychologically close (vs. distant) lowered science skepticism. For GM science, we also found that psychological closeness increases perceived credibility and fosters more positive attitudes toward GM science. In a high-powered replication for GM science (Study 2), we replicated the effects on attitude positivity and skepticism (but not credibility). Closely framed GM science was perceived as more personally relevant (Studies 3 and 4), which increased perceptions of credibility and attitude positivity, and reduced skepticism (Study 4). An internal meta-analysis (Studies 1, 2, and 4) corroborated the main effects of PSYDISC on science evaluations. In sum, the current work provides evidence for a malleable antecedent of science evaluations—PSYDISC—that can be utilized to increase science acceptance.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Spite and Science-Denial: Exploring the Role of Spitefulness in Conspiracy Ideation and COVID-19 Conspiracy Beliefs

IF 4 1区社会学

Journal of Social Issues Pub Date : 2025-02-18 DOI: 10.1111/josi.12662

David S. Gordon, Megan E. Birney

{"title":"Spite and Science-Denial: Exploring the Role of Spitefulness in Conspiracy Ideation and COVID-19 Conspiracy Beliefs","authors":"David S. Gordon, Megan E. Birney","doi":"10.1111/josi.12662","DOIUrl":"https://doi.org/10.1111/josi.12662","url":null,"abstract":"Science denialism is at the heart of many conspiracy theory beliefs. We propose that such beliefs are manifestations of a distal social process: spite. In three pre-registered studies, we test the hypothesis that established predictors of these beliefs (epistemic, existential, and social motives) are specific cues of competitive disadvantage that provoke a common facultative “spiteful” psychological response, making a person more open to believing in conspiracy theories. Study 1 (N = 301; UK representative Prolific sample), found that spite mediated the relationship between realistic threat and in-group narcissism (social motives), political powerlessness (existential motive), and intolerance for uncertainty (epistemic motive), and conspiracy theory belief and COVID-19 conspiracies. This pattern was replicated in Study 2 (N = 405; UK representative Prolific sample). In Study 3 (N = 405; UK representative Prolific sample), we found that those who engaged in a spite-inducing task reported higher levels of spite which indirectly resulted in stronger beliefs in conspiracy theories. The overall pattern of results provides initial evidence that spite may play a role in why people engage with false information. Research and policy implications of these findings are discussed.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Barriers in the Transition From School to Work: How Student Financial Adversity Predicts Deprioritizing Jobs With the Best Long-Term Career Progression

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-22 DOI: 10.1111/josi.12658

Julia Buzan, Jennifer Sheehy-Skeffington

{"title":"Barriers in the Transition From School to Work: How Student Financial Adversity Predicts Deprioritizing Jobs With the Best Long-Term Career Progression","authors":"Julia Buzan, Jennifer Sheehy-Skeffington","doi":"10.1111/josi.12658","DOIUrl":"https://doi.org/10.1111/josi.12658","url":null,"abstract":"Despite education's potential to reshape societal inequalities, recent gains in broadening university access across the socioeconomic spectrum have not translated into parallel gains in the transition from school to work. This work applies a socioecological approach to understanding this pattern, considering the role of job factors and individual financial background in shaping undergraduate student job choices and perceived career prospects. In two discrete choice experiments (n = 800) UK undergraduate students chose between pairs of job descriptions varying primarily along two dimensions: immediate versus delayed benefits (e.g., starting salary vs. salary progression), and concrete versus abstract benefits (e.g., salary vs. values fit). The findings suggest that career choice may be shaped by socioeconomic constraints above and beyond individual preferences for meaningful work, while the relationship between financial strain and career pessimism is mediated by inequalities in perceived control over life outcomes and personal connections to the job.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1460-1483"},"PeriodicalIF":4.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Society in the Classroom: Introduction to the Special Issue

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-18 DOI: 10.1111/josi.12659

Jennifer Sheehy-Skeffington, Rebecca G. Covarrubias, Jean-Claude Croizet, Sébastien Goudeau

{"title":"Society in the Classroom: Introduction to the Special Issue","authors":"Jennifer Sheehy-Skeffington, Rebecca G. Covarrubias, Jean-Claude Croizet, Sébastien Goudeau","doi":"10.1111/josi.12659","DOIUrl":"https://doi.org/10.1111/josi.12659","url":null,"abstract":"In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular standards and practices, a function that is central to institutions serving the dominant societal classes. Compiled 20 years after the last time the Journal of Social Issues focused on the psychology of social class in the context of education, this issue takes stock of research on this topic with a focus on approaches that go beyond the individual level of analysis. Although research reported in the issue is predominantly conducted with majority ethnic samples in the United States and Western Europe, it engages with intersectional concerns by attending to power and interlocking processes of oppression.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1211-1217"},"PeriodicalIF":4.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Putting cultural mismatch theory to the test: Cultural fit of self-construal in predicting student outcomes

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-11 DOI: 10.1111/josi.12657

Erdem Yılmaz, Karen Phalet, Jozefien De Leersnyder

引用次数: 0

Unequal homework: The hidden forces of social class contexts and parental self-efficacy in shaping educational outcomes 不平等的家庭作业：社会阶层背景和家长自我效能在塑造教育成果方面的隐性力量

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-08 DOI: 10.1111/josi.12656

Johanne Mzidabi, Sébastien Goudeau, Romain Delès, Nele Claes, Matthew J. Easterbrook, Theodore Alexopoulos, Jean-François Rouet

{"title":"Unequal homework: The hidden forces of social class contexts and parental self-efficacy in shaping educational outcomes","authors":"Johanne Mzidabi, Sébastien Goudeau, Romain Delès, Nele Claes, Matthew J. Easterbrook, Theodore Alexopoulos, Jean-François Rouet","doi":"10.1111/josi.12656","DOIUrl":"https://doi.org/10.1111/josi.12656","url":null,"abstract":"The Covid-19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families’ digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self-efficacy regarding supporting children's academic achievement. The present study investigated whether, within a single model, structural factors, including home environment, cultural capital, and digital capital, contribute both directly and indirectly (via parental self-efficacy) to the development of academic inequalities during homework. As predicted, analyses showed that families from working-class backgrounds are less equipped and feel less competent in digital technology as compared to families from middle- and upper-class backgrounds. Our findings also showed that families’ social class is a significant predictor of cultural capital and parental self-efficacy which in turn contributes to educational inequalities in achievement. Future studies should delve deeper into the role of parental practices and their involvement, during homework, to educational inequalities.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1315-1344"},"PeriodicalIF":4.0,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143186448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0