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A growing body of research investigates the factors that enhance the research productivity and creativity of political scientists. This work provides a foundation for future research, but it has not addressed some of the most promising causal hypotheses in the general scientific literature on this topic. This article explicates the latter hypotheses, a typology of scientific career paths that distinguishes how scientific careers vary over time with respect to creative ambitions and achievements, and a research agenda based on the preceding components for investigation of the publication success of political scientists.
Representation in Congress provides a theory of dyadic policy representation intended to account for when belief sharing, delegate, responsible party, trustee, and 'party elite led' models of representational linkage arise on specific policy issues. The book also presents empirical tests of most of the fundamental predictions for when such alternative models appear, and it presents tests of novel implications of the theory about other aspects of legislative behavior. Some of the latter tests resolve contradictory findings in the relevant, existing literature - such as whether and how electoral marginality affects representation, whether roll call vote extremism affects the re-election of incumbents, and what in fact is the representational behavior of switched seat legislators. All of the empirical tests provide evidence for the theory. Indeed, the full set of empirical tests provides evidence for the causal effects anticipated by the theory and much of the causal process behind those effects.
Political science is falling behind a broad movement in the United States that seeks to reform the teaching of scientific literacy in undergraduate education. Indeed, political science is far behind that movement because the discipline does not have a collective commitment to science education at the undergraduate level. This article discusses prominent efforts in this reform movement and assesses the state of science education in our discipline. The authors propose an agenda for action on this issue in political science as well as fundamental educational benchmarks for undergraduate political science literacy.
Within the medical and physical sciences journals evidence suggests that problems of authorship ethics and journal management bedevil the editors of these journals. Although anecdotal evidence suggests that similar problems persist in political science, the extent of these problems within political science is not well established. Here we report the results of a survey of political science journal editors' perceptions of ethical and managerial issues associated with their journals. We find that unlike ethical publication concerns in the clinical and natural sciences fields, these issues are not of significant concern among our sample. Ethical problems are of low concern and editors report high levels of confidence to address these problems. Managerial problems, such as the adequacy of reviewer pools, are of higher concern to our sample.
We test propositions about how different forms of civic engagement are related to democratic representation in American communities. Our data are for the samples of communities, their citizens, and their leaders originally examined by Verba and Nie in Participation in America (1972). Our analyses of those data indicate that membership in bridging social–capital civic associations is unrelated to democratic responsiveness of leaders to the mass public but that bonding social–capital membership is negatively associated with such responsiveness. We also demonstrate that bonding social–capital civic engagement weakens the democratic linkage processes inherent in elections.
I am pleased to have the opportunity to respond to Oren, Ozminkowski, and Strake's comments on my recent article on myths about the physical sciences. All of them in my judgment either misperceive parts of my original argument or raise concerns that allow me to extend that argument. To the degree that others share their views, this essay may address widespread differences of opinion or misperceptions about these matters.
This paper describes misconceptions about the physical sciences that are widely held by college students and that pose notable hurdles for appreciating the social sciences as legitimate scientific enterprises. My purpose here is pedagogical, too. In particular, I respond to the persuasive, specific argument in prior scholarship that students must overcome various negative or unconstructive stereotypes about the physical sciences to achieve scientific literacy.