Topic
Situational ethics
About: Situational ethics is a research topic. Over the lifetime, 4023 publications have been published within this topic receiving 145379 citations.
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TL;DR: It is found that attributing poverty to situational forces is associated with greater concern for inequality, and three experiments reveal that increasing situational attributions for poverty motivates egalitarianism up to 5 months later.
Abstract: Amidst rising economic inequality and mounting evidence of its pernicious social effects, what motivates opposition to inequality? Five studies (n = 34,442) show that attributing poverty to situational forces is associated with greater concern about inequality, preference for egalitarian policies and inequality-reducing behaviour. In Study 1, situational attributions for poverty were associated with reduced support for inequality across 34 countries. Study 2 replicated these findings with a nationally representative sample of Americans. Three experiments then tested whether situational attributions for poverty are malleable and motivate egalitarianism. Bolstering situational attributions for poverty through a writing exercise (Study 3) and a computer-based poverty simulation (Studies 4a and b) increased egalitarian action and reduced support for inequality immediately (Studies 3 and 4b), 1 d later and 155 d post-intervention (Study 4b). Causal attributions for poverty offer one accessible means of shaping inequality-reducing attitudes and actions. Situational attributions may be a potent psychological lever for lessening societal inequality. Piff and Wiwad et al. find that attributing poverty to situational forces is associated with greater concern for inequality, and three experiments reveal that increasing situational attributions for poverty motivates egalitarianism up to 5 months later.
52 citations
TL;DR: The authors used the situational theory of problem solving (STOPS) to investigate communication behaviors of publics formed around an intensively publicized policy issue and found that party identity serves as a better identifier of the hot-issue public's subgroups than trust in the government.
Abstract: This study used the situational theory of problem solving (STOPS) to investigate communication behaviors of publics formed around an intensively publicized policy issue. Results of surveying 748 participants online support the utility of STOPS to segment the hot-issue public with active communication from the general population in a Chinese context. However, problem recognition does not significantly correlate with situational motivation. Between the examined cross-situational variables, party identity serves as a better identifier of the hot-issue public’s subgroups than trust in the government. Theoretical implications for hot-issue publics and STOPS and practical implications for effective communication to the hot issue are discussed.
52 citations
TL;DR: In this article, personal, organizational and situational factors that can serve as buffers against the complexities associated with the role of an ethics officer are presented. And the authors suggest that individuals with certain competencies and orientations may be better suitable for the ethics position, and firms need to consider key organizational issues critical to the performance of an ethical officer.
Abstract: Organizations continue to show renewed focus on managing their ethics programs by developing organizational infrastructures to support their ethics implementation efforts. An important part of this process has been the creation of an ethics officer position. Whether individuals appointed to the position are successful in the role or not may depend on a number of factors. This study presents a suggested framework for their effectiveness. The framework includes a focus on personal, organizational and situational factors to predict performance in the role. The study examines the complex nature of the role. These include task complexity, low task visibility, role conflict, and role ambiguity. Personal, organizational and situational factors that can serve as buffers against the complexities associated with the role are presented. The study suggests that individuals with certain competencies and orientations may be better suitable for the ethics position, and firms need to consider key organizational and situational issues critical to the performance of an ethics officer. The research and practice implications of the study are given.
52 citations
TL;DR: In this paper, the authors use qualitative data from drug dealers to illustrate how and why offenders use situational strategies and techniques to evade their adversaries, and discuss implications for future work in this area.
Abstract: Law-abiding citizens are concerned with deterring and preventing crime. One strategy to accomplish this goal is to increase the costs and reduce the benefits that particular situations present to offenders. This form of crime control is known as situational crime prevention. Like law-abiding persons, offenders must concern themselves with being victimized. Differently, however, offenders must also worry about being detected and punished by formal agents. Thus, situational prevention from the offenders’ perspective is relatively complex, encompassing efforts to block not only opportunities for victimization but also for law enforcement. Building on the work of Clarke, the present study uses qualitative data from drug dealers to illustrate how and why offenders use situational strategies and techniques to evade their adversaries. The article concludes by discussing implications for future work.
52 citations
Journal Article•
TL;DR: Choi et al. as mentioned in this paper employed the life history method to study teacher professionalism, an area of concern which has been increasingly tied up with educational quality and global competition at the turn of the twenty-first century.
Abstract: The life history method, which achieved a prominent position in the Chicago tradition of sociological research in the early 1920s, has been widely adopted for educational inquiries since the 1980s (Casey, 1995). Ball and Goodson (1985) pioneered a series of studies on teachers' professional lives and careers. Broadfoot and others (1987) in their comparative study explored the ways institutional structures, ideological traditions and policy initiatives mediate teacher thinking. Other life history researchers unveiled female teachers' oppressed experiences in the current of postmodernity (Choi & Tang, 2005; Middleton, 1989; Nelson, 1992). The power of the life history method in illuminating subjective teacher experiences in social historical contexts has made it 'probably the only authentic means of understanding how motives and practices reflect the intimate intersection of institutional and individual experience in the postmodern world (Dhunpath, 2000, p.544). In this regard, we made an attempt to employ the life history method to study teacher professionalism, an area of concern which has been increasingly tied up with educational quality and global competition at the turn of the twenty-first century. Individual life history has been useful in highlighting the uniqueness of personal trajectories in the institutional contexts. Nevertheless, as our study of twelve beginning teachers (1) gradually unfolded, we were challenged by a number of shared patterns of teacher professionalism manifested among the informants. This led us to experiment in using the collective memory method. This paper aims at explaining why the combined methods of life history and collective memory are considered useful in analyzing teachers' professionalism. We first give a brief account of the study, which provides the background for the understanding of the methodological innovation. Then a few examples are given to illustrate how data analysis was carried out both at an individual and a collective group level. Finally we discuss the potentials of the combined use of life history and collective memory in educational research. Development of the Study Design The Life History Method Our study is situated in recurrent context of concern about the quality of education and concern about teacher professionalism. There has been a general impression that teachers fall short of societal expectation in playing their professional roles (Choi, 2001). Thus we were interested in a systematic inquiry into the features of teachers' professionalism. The study was initially launched employing the life history method because it was deemed powerful for the analysis of individual beginners' subjective career experiences and the situational responses of the self to daily interactional contingencies (Denzin, 1989). We intended to gather some knowledge of what influenced the development of teachers' professionalism after they entered teaching and what contributed to the gaps. We purposefully allowed in the sampled primary school teachers variables such as initial commitment to teaching, gender, teaching subjects and types of schools in order that rich biographical and contextual data could be collected. The twelve teachers, who were classified into three groups according to their initial commitment (2) to teaching before entering the profession, were followed through in the two-year study. Four research questions guided the inquiry. 1. What are the societal expectations of a professional teacher as expressed in public discourses? 2. What characterized the teachers' concepts and practices as a professional teacher in their beginning years? 3. What are the factors contributing to the professional socialization of the teachers and what are the dynamics involved in the professional socialization processes? 4. What are the similarities and differences, if any, between the societal expectations and the realities of teachers' professionalism as a collective group? …
52 citations