Selected Determinants of Precinct Voting Decisions in School Budget Elections

Abstract

SOUND scientific method requires that any effort toward constructing a &dquo;grand~~ theory&dquo; of voting be preceded by additional research into relatively ne-S glected domains such as voting in local, nonpartisan elections. Research comparing individual or group correlates to voting in different types of elections' is sparse relative to the number of presidential election studies.' Both this research and the aggregate of research testing important theoretical assumptions in different local election settings3 contain conflicting conclusions regarding such elemental hypotheses as the effect of social class on voter choice. DETERMINING WHAT WE KNOW Limitations of Existing ResearchConflicting results are particularly evident when one looks for answers to theoretical or strategic questions in the research on voting in school financial elections.4 4 An attempt to derive a partial theory from these findings is frustrated by contradictory and missing evidence. In addition, much of the existing research must be discounted even in those few instances where associations are observed to be virtually unanimous (e.g., the relationship between educational attainment and positive voting).

Predicting Citizen Support of Tax Increases for Education: A Comparison of Two Social Psychological Perspectives

“…The results are consistent with those of other studies that showed little or no self-interest effects on government supported education when other factors were considered (Hall & Peile, 1976;Hamilton & Cohen, 1974;Smith, 1982). The results are also consistent with a growing body of research suggesting that citizens are not exclusively motivated by self-interest when they judge political objects and engage in political behavior (e.g., Kinder & Sears, 1981; Rasinski, 1984, Sears & Citrin, 1982Sears et al, 1979;Qler, 1986.…”

“…Other major factors determining citizen support were citizens' deeply ingrained attitudes and schemata concerning government incompetence and waste, that is, their "symbolic attitudes." On the other hand, a number of studies of citizen support of public education have suggested that self-interest disappears as a factor when some non-self-interested factors are held constant (Hall & Peile, 1976;Hamilton & Cohen, 1974;Smith, 1982). In fact, research suggests that the citizen's sense of public responsibility may completely overcome his or her own self-interest when making decisions about public services and the funding of such services (Cook, 1979;Smith, 1982;Wilson & Banfield, 1964).…”