The Development of Attitudes as a Function of Police Roles

Carlson, Helen M.; Sutton, Markley S.

doi:10.1177/014616727400100138

Cited by 7 publications

(7 citation statements)

References 3 publications

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“…Use of hierarchical logistic regression analysis revealed that this trend held even after controlling for a number of possible confounds such as gender, ethnicity, political conservatism, GPA, and the main effects of racism and the HE/HA distinction. Once again, although there has been some evidence consistent with this general thesis among police officers in the field (Carlson & Sutton, 1974), as far as we know, this thesis has never been empirically tested before within populations as young as university students and never with respect to the congruence between racism and the general HE/HA distinction.…”

Section: Discussionmentioning

confidence: 90%

“…There are at least two empirical studies that speak to the power of socialization within HE jobs. Carlson and Sutton (1974) found that police recruits became more authoritarian as they progressed through the police academy, and Teahan (1975) found that White police officers became more anti-Black as they proceeded through the police academy (for other socialization effects of police work, see Butler & Cochrane, 1977;Carlson & Sutton, 1975;Hazer & Alvares, 1981;Lefkowitz, 1977;McGahan, 1984;Sutton & Carlson, 1977;Teahan, Adams, & Podany, 1980;Van-Maanen, 1975). Similarly, there are two empirical studies that are consistent with the notion that brutal and racist behavior on the part of incumbents of HE roles will actually be rewarded.…”

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confidence: 86%

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The Three Rs of Academic Achievement: Reading, ’Riting, and Racism

Laar

Sidanius

Rabinowitz

et al. 1999

Pers Soc Psychol Bull

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Using vocational choice and social dominance theories as theoretical frameworks, the authors examined the effects of ideology/ role congruency on differential institutional rewards. The authors reasoned that congruents (i.e., individuals high in antiegalitarianism in hierarchy-enhancing [HE] social roles and low in antiegalitarianism in hierarchy-attenuating [HA] roles) would receive higher institutional rewards than would incongruents (i.e., individuals high in antiegalitarianism in HA social roles and low in antiegalitarianism in HE roles).Furthermore, it was predicted that ones continued exposure to the university environment would increase the probability of being a congruent. The authors used a large sample of university students, with grade point average as the operationalization of institutional reward. Role was defined as the students major, and antiegalitarianism was defined by a classical racism scale.As expected, (a) ever ything else being equal, congruents received higher grades than did incongruents, and (b) the probability of being a congruent increased with university experience.The assumption that the congruence between workers personalities and job types is associated with greater job satisfaction and occupational success has been a major theme within vocational psychology for some time (see, e.g.,

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Section: Discussionmentioning

confidence: 90%

mentioning

confidence: 86%

The Three Rs of Academic Achievement: Reading, ’Riting, and Racism

Laar

Sidanius

Rabinowitz

et al. 1999

Pers Soc Psychol Bull

View full text Add to dashboard Cite

show abstract

“…Some findings contrary to Newcomb's (1943) speak to the issue of discipline‐specific socialization effects. For example, Carlson and Sutton (1974, 1975) found that the more police recruits spent time in their academy, the more they became authoritarian (see also Teahan, 1975). Authoritarianism is indeed thought of in psychology as a personality trait closely related to prejudice (e.g.…”

Section: Evidence For Socializationmentioning

confidence: 99%

The Impact of Higher Education on Egalitarian Attitudes and Values: Contextual and Cultural Determinants

Chatard¹,

Selimbegović²

2007

Social & Personality Psych

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In the present paper, we revisit the question of the impact of higher education on students' egalitarian attitudes and values. Research in this domain indicates that students tend to become more egalitarian and tolerant with higher education, but there are also differences depending on academic disciplines. Two main hypotheses aiming to explain why students' egalitarian attitudes differ as a function of academic disciplines are discussed: self-selection and socialization. Previous research yielding results in support of each of these hypotheses is reviewed. After pointing to some inconsistencies in the results, we consider recent research suggesting that cultural norms, namely, individualism and collectivism, may moderate the impact of higher education on attitudes. Individual factors, such as self-selection, seem to play a more prominent role than collective factors, such as socialization, in individualist cultures (e.g. North America, Australia), where most research has been conducted. In contrast, socialization appears to have a stronger impact than individual factors in collectivist cultures (e.g. Eastern Europe, Africa).

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“…Second, institutional socialization is the process by which organizations instill their values and beliefs into newly recruited members. For instance, Carlson and Sutton (1974) and Teahan (1975) found that over the course of their training, police recruits tended to become more authoritarian and more prejudiced. Guimond (2000) reported similar findings for military officers.…”

Section: Matching Up Persons and Environmentsmentioning

confidence: 99%

What’s in a Grade? Academic Success and Political Orientation

Kemmelmeier

Danielson

Basten

2005

Pers Soc Psychol Bull

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Expanding the literature on person-environment fit, the authors argue that political orientation is an important factor in shaping academic success in college. Based on social dominance theory, it was expected that academic disciplines that are more likely to provide students with future access to social and economic power tend to favor individuals who hold attitudes that strengthen the existing societal order. In a longitudinal sample of undergraduate students at a major American university (n=3,890), the authors demonstrated that student grades in these disciplines, but not in other disciplines, are positively related to a precollege measure of conservatism. This association between conservatism is consistent over time and subgroups, thus implicating higher education in the reproduction of social hierarchy. The discussion examines the causal processes underlying the relationship between political orientation and academic success in college.

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The Development of Attitudes as a Function of Police Roles

Cited by 7 publications

References 3 publications

The Three Rs of Academic Achievement: Reading, ’Riting, and Racism

The Three Rs of Academic Achievement: Reading, ’Riting, and Racism

The Impact of Higher Education on Egalitarian Attitudes and Values: Contextual and Cultural Determinants

What’s in a Grade? Academic Success and Political Orientation

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