Chapter 4 explores the origins of group empathy. We investigate the association of group empathy with key socio-demographic factors and the ensuing life experiences. Specifically, we find that minorities, females, the educated, and older generations display higher levels of group empathy. The life experiences that spring from these socio-demographic contexts – particularly, exposure to discrimination, the quality and quantity of contact with other groups, and perceptions of intergroup economic competition – also predict group empathy and help explain socio-demographic differences on group empathy levels. The chapter also empirically tests predictions about the link between ingroup identification and outgroup empathy among whites, blacks, and Latinos. Social Identity Theory would predict ingroup attachment to be negatively linked to outgroup empathy across all groups. However, Group Empathy Theory predicts outgroup empathy should be positively linked with ingroup identity among nonwhites. This is exactly what we find. This finding challenges one of the basic assumptions of SIT given that the underlying mechanism of ingroup–outgroup bias is different for whites than it is for minorities.

In this chapter, I begin by discussing the legal definitional differences between treaty accession and ratification. Accession differs from ratification in that states commit via accession after the treaty has already been negotiated and signed by other states. Acceding states, in general, are states that come to the treaty later and were not involved in the lengthy negotiations to craft the laws. I argue that this difference in involvement is an important distinction that has been overlooked. I argue that participating in treaty negotiation socializes states towards optimal human rights standards. Building on my argument of the importance of involvement and lack of involvement in negotiations, I focus on this history of treaty negotiations of the ICCPR treaty. I highlight how states involved in negotiations shaped the breadth and strength of the law and those not involved lacked that important contribution to the law. Then, I quantitatively test accession versus ratification for effects on human rights behavior after committing to the ICCPR and CEDAW treaties. I find that states that acceded had worse rights practices than ratifying states.

This chapter examines how the situating of individuals and states in societal contexts holds implications for understanding the causes conflict and the generation of peace. It challenges the strict agent-centered state-centricity of traditionalist approaches and looks at the roles played by different societal constraints, norms, and processes at the international and domestic levels. I provide a discussion of the core assumptions of social constructivism and compare social constructivism’s approach to peace with the other major paradigms (and their subparadigms) assessed in this book. I consider how the rational default mechanisms of security studies and the realist or power political paradigms, which have dominated the discourse for much of the period of scientific study, have come to be critiqued. This will be followed by detailed discussion of the similarities and differences between social constructivism and liberal approaches, functionalism, English School rationalism, critical approaches, and cosmopolitanism. I assess the contribution of social constructivism to the transformation of conflictual relations between states and the social construction of peace.

The chapter complements the discussion of attracting high public service motivation staff in chapter 3 by discussing how to provide opportunities for new employees to learn public service motivation and organizational public service values. The chapter begins with the benefits of employee socialization, which include increased integration of staff and organizational public service values, increased member-organizational fit, increased autonomy of member behavior, and increased mission valence and work effort. The chapter discusses the rationales for socializing employees, the impact of socialization and organizational outcomes, and the prevalence of socialization in public service motivation research. The chapter argues that employee needs and values require continuous attention and recommends strategies for tending to employee needs. The chapter concludes by examining strategies for socializing staff to public service values. Onboarding processes should be designed to align organizational and employee public service values from before an employee's first day beyond their first year. Creating effective mentoring partnerships and programs helps to reinforce public service values.

The purpose of this essay is to address the four organizing questions of the workshop. First, I discuss my own neoclassical realist staged theory of peacemaking, which incorporates other various subparadigms of realist thought, including balance of threat and hegemonic peace theories. My model is premised on the idea that peacemaking must begin as a top-down venture for the reasons realists and rationalists suggest, but that after a peace treaty or its equivalent is achieved, stable peace requires the treaty to be socialized using mechanisms derived from liberal and constructivist mechanisms. Second, I compare my paradigmatic model to other peacebuilding paradigms, emphasizing the ways in which a top-down approach to interstate peacemaking is derived from realist and rationalist theories of international politics and explain how it compares to the leading alternative approach, which is a bottom-up approach derived from liberal and constructivist theories. I address the implications my hybrid model has for the quest for a “positive” peace. Finally, I address the obstacles to peace and the policy recommendations that flow from my model.

This chapter investigates issues of class and stratification in Japan, which experienced a dramatic paradigm shift towards the end of the twentieth century. Although widely portrayed as an egalitarian and predominantly middle-class society during the period of high economic growth until the early 1990s, Japan has suddenly been deemed a society divided along class lines under the prolonged stagnation that has characterized the Japanese economy for three decades. Based on macrosociological data, this chapter delineates the focal points of debate on the analysis of class and stratification in Japan as a general prelude to specific spheres covered from Chapter 4 onward: cultural diversity and class competition in relation to, for example, generation, region, labor, education, gender, and ethnicity.

This final chapter not only compares the different approaches in terms of conceptual strategies and theoretical premises but also evaluates their advantages and disadvantages. In particular, it shows that the German tradition provides the most general account of recognition but also lacks the critical observations made by the two other accounts. In the French tradition the emphasis on the potential for domination helps to overcome the “power-blindness” of the German notion of "recognition”; in the British tradition the emphasis on the importance of education and socialization helps to overcome the “educational blindness” of the German tradition. In this spirit the final chapter offers a systematic integration of all three notions of “recognition” that were reconstructed in the earlier chapters.

Each of these chapters contains a case study of a couple from the relevant country. Each includes a description of the everyday life of the couple with respect to the division of housework and childcare, a recounting of the history of their relationship and how it became equal, a discussion of how they balance paid work and family, and an analysis of the factors that facilitate their equality. Those factors include their conviction in gender equality, their rejection of essentialist beliefs, their familism, and their socialization in their families of origin. By showing how and why they undo gender, these couples provide lessons on how equality at home can be achieved.

Each of these chapters contains a case study of a couple from the relevant country. Each includes a description of the everyday life of the couple with respect to the division of housework and childcare, a recounting of the history of their relationship and how it became equal, a discussion of how they balance paid work and family, and an analysis of the factors that facilitate their equality. Those factors include their conviction in gender equality, their rejection of essentialist beliefs, their familism, and their socialization in their families of origin. By showing how and why they undo gender, these couples provide lessons on how equality at home can be achieved.

Each of these chapters contains a case study of a couple from the relevant country. Each includes a description of the everyday life of the couple with respect to the division of housework and childcare, a recounting of the history of their relationship and how it became equal, a discussion of how they balance paid work and family, and an analysis of the factors that facilitate their equality. Those factors include their conviction in gender equality, their rejection of essentialist beliefs, their familism, and their socialization in their families of origin. By showing how and why they undo gender, these couples provide lessons on how equality at home can be achieved.

Each of these chapters contains a case study of a couple from the relevant country. Each includes a description of the everyday life of the couple with respect to the division of housework and childcare, a recounting of the history of their relationship and how it became equal, a discussion of how they balance paid work and family, and an analysis of the factors that facilitate their equality. Those factors include their conviction in gender equality, their rejection of essentialist beliefs, their familism, and their socialization in their families of origin. By showing how and why they undo gender, these couples provide lessons on how equality at home can be achieved.

Each of these chapters contains a case study of a couple from the relevant country. Each includes a description of the everyday life of the couple with respect to the division of housework and childcare, a recounting of the history of their relationship and how it became equal, a discussion of how they balance paid work and family, and an analysis of the factors that facilitate their equality. Those factors include their conviction in gender equality, their rejection of essentialist beliefs, their familism, and their socialization in their families of origin. By showing how and why they undo gender, these couples provide lessons on how equality at home can be achieved.

Each of these chapters contains a case study of a couple from the relevant country. Each includes a description of the everyday life of the couple with respect to the division of housework and childcare, a recounting of the history of their relationship and how it became equal, a discussion of how they balance paid work and family, and an analysis of the factors that facilitate their equality. Those factors include their conviction in gender equality, their rejection of essentialist beliefs, their familism, and their socialization in their families of origin. By showing how and why they undo gender, these couples provide lessons on how equality at home can be achieved.

Each of these chapters contains a case study of a couple from the relevant country. Each includes a description of the everyday life of the couple with respect to the division of housework and childcare, a recounting of the history of their relationship and how it became equal, a discussion of how they balance paid work and family, and an analysis of the factors that facilitate their equality. Those factors include their conviction in gender equality, their rejection of essentialist beliefs, their familism, and their socialization in their families of origin. By showing how and why they undo gender, these couples provide lessons on how equality at home can be achieved.