For some time we have been engaged in a large scale study of various leadership strata in the United States. Our goal is to clarify similarities and differences in background, ideology and personality among members of such strata. We are also interested in the relationship between these variables and the manner in which members of different leadership groups perceive ‘reality’. This article reports preliminary findings on two groups – leading business executives and top level journalists. Our work has been partly informed by hypotheses developed by social scientists as diverse as Max Weber, Harold Lasswell, Joseph Schumpeter, S. M. Lipset, Alvin Gouldner, Jurgen Habermas, Irving Kristol, Daniel Bell and others.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0007123400004051

Haven in a Heartless World

Personality, Ideology and World View: A Comparison of Media and Business Elites

This paper describes and tests a model of radical personality based upon social psychological correlates of New Left ideology. Following methodological criticism of studies that portrayed radicals as psychologically “liberated,” a model of psychopolitical rebellion is described as an inverted form of authoritarian personality. This model was tested by administering projective psychological instruments to a large sample of American college students during 1971–73. As hypothesized, radicalism was associated with measures of power motivation, narcissim, self-assertive psychosocial orientation, lack of affiliative motivation, and perceptions of protest and militancy as sources of power. The developmental sources of rebellion are also examined, and the implications for studies of personality and politics are discussed.

The radical personality: Social psychological correlates of new left ideology

During the 1960s, social scientists tended to view the young people who comprised the new left as part of a liberated or postmaterialist generation which was likely to bring about afar better world. These young people were favorably contrasted with their more "Authoritarian" peers in study after study. In the 1970s this image was partially replaced by one which suggested that "late capitalism" was producing a generation of narcissists. Following a critique of both views, I report on a series of studies which throw a rather different light on developments in those two decades. Our data indicate that the "liberated" young people so praised in the 1960s were, in fact, the narcissists who were so disparaged in the 1970s. After discussing our findings, I attempt to place them in a broader historical and theoretical context.

Ideology Authoritarianism and Mental Health

background

An empirical test of a model of heterosexual couples' relationship satisfaction /

The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement – high school graduation This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education The cohort group started high school during the 1999-2000 school year, had earned a GPA of 25 or lower at the end of the freshman year (May 2000) and finished high school prior to the start of the 2003-2004 school year There were 322 students identified in the initial cohort group In completing this study, the following procedures were implemented: related literature was reviewed to provide a background of the role vocational/business education plays and the effect vocational/business education has on a student's achievement, data were collected and a survey was taken The data collected included grade point average, standardized test scores, attendance, discipline and whether or not the student withdrew prior to graduation The data were analyzed using ANOVA to determine a significant difference Significance was tested at the 05 level Data related to withdraws were analyzed using the Chi-Square Test of Independence The researcher developed and implemented a survey instrument The survey was offered to all Lyman graduates in the class of 2003 over the age of 18 who had completed at least two courses in one vocational/business program These students were asked to describe the significance and relevance of their vocational/business education training to their high school experience and career choice (which may include college education) The survey asked students to list advantages and disadvantages of their vocational/business education training and their participation in co-curricular organizations Students were asked to state their perception of the effect that the vocational/business classes had upon their academic achievement The following results were obtained from this research There was not a statistically significant difference in grade point averages, standardized test scores, absences and out-of-school suspensions There was a statistically significant difference in in-school suspensions and withdraws prior to graduation There were 227 students who withdrew prior to graduation Of the 227 students, 91 had no vocational/business education and 96 had taken some amount of vocational/business education training (one course in one or more vocational/business education programs) Of the 95 students who remained throughout the four years of high school, 84 of the students graduated Of the 84 students who graduated, 56 of the students completed a vocational/business education program All graduates who responded to the survey strongly agreed that vocational/business education had a positive effect on their academic achievement

/pdf/a-study-of-the-influence-vocational-education-has-on-1dyquz4jfw.pdf

Haven in a Heartless World

Citations

Personality, Ideology and World View: A Comparison of Media and Business Elites

The radical personality: Social psychological correlates of new left ideology

Ideology Authoritarianism and Mental Health

An empirical test of a model of heterosexual couples' relationship satisfaction /

A Study Of The Influence Vocational Education Has On Students' Ultimate Academic Success

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