To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Partisanship in American politics is inextricably linked with social identities, and sentiments toward party-aligned groups affect political orientations. However, out-group animosity may operate differently depending on the party or elite. We investigate the extent to which citizens’ animus toward (Democratically aligned) minority groups drove political support for Donald Trump, whose incendiary rhetoric regarding such groups is unique in modern presidential politics. Leveraging panel data beginning before Trump’s candidacy, we find that animus toward Democratic-linked groups in 2011 predicts future support for Trump regardless of party identity. This animus does not predict future support for other Republican or Democratic politicians or either party. Nor do we find that animus toward Republican groups predicts support for Democratic elites. Trump’s support is thus uniquely tied to animus toward minority groups. Our findings provide insights into the social divisions underlying American politics and the role of elite rhetoric in translating animus into political support.
Good education requires student experiences that deliver lessons about practice as well as theory and that encourage students to work for the public good—especially in the operation of democratic institutions (Dewey 1923; Dewy 1938). We report on an evaluation of the pedagogical value of a research project involving 23 colleges and universities across the country. Faculty trained and supervised students who observed polling places in the 2016 General Election. Our findings indicate that this was a valuable learning experience in both the short and long terms. Students found their experiences to be valuable and reported learning generally and specifically related to course material. Postelection, they also felt more knowledgeable about election science topics, voting behavior, and research methods. Students reported interest in participating in similar research in the future, would recommend other students to do so, and expressed interest in more learning and research about the topics central to their experience. Our results suggest that participants appreciated the importance of elections and their study. Collectively, the participating students are engaged and efficacious—essential qualities of citizens in a democracy.
Email your librarian or administrator to recommend adding this to your organisation's collection.