Showing 1 – 12 of 12 results.
Curated
American National Election Study, 1990-1992: Full Panel Survey (ICPSR 6230)
Released/updated on: 2005-12-15
Geographic coverage: United States
Time period: 1990-01-01--1993-12-31
This study is part of a time-series collection of national surveys fielded continuously since 1952. The American National Election Studies are designed to present data on Americans' social backgrounds, enduring political predispositions, social and political values, perceptions and evaluations of groups and candidates, opinions on questions of public policy, and participation in political life. This collection includes respondents who were first interviewed following the November 1990 general election (see AMERICAN NATIONAL ELECTION STUDY, 1990: POST-ELECTION SURVEY [ICPSR VERSION] [ICPSR 9548]), and then reinterviewed in two subsequent surveys: AMERICAN NATIONAL ELECTION STUDY: 1990-1991 PANEL STUDY OF THE POLITICAL CONSEQUENCES OF WAR/1991 PILOT STUDY [ICPSR VERSION] (ICPSR 9673) and AMERICAN NATIONAL ELECTION STUDY, 1992: PRE- AND POST-ELECTION SURVEY [ENHANCED WITH 1990 AND 1991 DATA] (ICPSR 6067). The purpose of this panel study is to trace the fortunes of the Bush presidency, from post-Gulf War height to November election defeat, and to provide insight into the origins of the Bill Clinton and Ross Perot coalitions. It also allows the panel analyst to do a traditional assessment of panel attrition which is not possible with any of the collections mentioned above. In 1990, respondents answered questions on topics such as presidential performance, the Persian Gulf War, values and individualism, and foreign relations. Post-election vote validation and election administration survey data are also included. In 1991, respondents were reinterviewed several months after hostilities in the Persian Gulf ended. The survey content consisted of a repeat of a subset of questions from the 1990 Post-Election Survey, and additional items especially relevant to the Gulf War. A number of contextual variables also are provided, including summary variables that combine the respondent's recall of his or her senator's and representative's vote on the use of force with that congressperson's actual vote. New pilot questions were also asked in areas such as gender, ethnicity, medical care for the elderly, and social altruism. In 1992, respondents were asked their positions on social issues such as altruism, abortion, the death penalty, prayer in the schools, the rights of homosexuals, sexual harassment, women's rights, and feminist consciousness. Other substantive themes included racial and ethnic stereotypes, opinions on school integration and affirmative action, attitudes towards immigrants (particularly Hispanics and Asians), opinions on immigration policy and bilingual education, assessments of United States foreign policy goals, and United States involvement in the Persian Gulf War. Part 2 provides information on the total number of cases included in the 1990 Post-Election Survey sample (1,980 respondents who were valid interviews and 805 selected respondents who were not interviewed) in order to study survey nonresponse. Variables include reasons for noninterview, the number of calls, and characteristics of the noninterviewed household.
Curated
American National Election Study: 1992-1993 Panel Study on Securing Electoral Success/1993 Pilot Study (ICPSR 6264)
Released/updated on: 2000-01-25
Geographic coverage: United States
Time period: 1992-01-01--1993-12-31
This study is part of a time-series collection of national surveys fielded continuously since 1952. The American National Election Studies are designed to present data on Americans' social backgrounds, enduring political predispositions, social and political values, perceptions and evaluations of groups and candidates, opinions on questions of public policy, and participation in political life. This data collection currently encompasses two waves. The first wave is the 1992 Post-Election Survey. In addition to the standard or core content items, respondents were asked their positions on social issues such as altruism, abortion, the death penalty, prayer in the schools, the rights of homosexuals, sexual harassment, women's rights, and feminist consciousness. Other substantive themes included racial and ethnic stereotypes, opinions on school integration and affirmative action, attitudes toward immigrants (particularly Hispanics and Asians), opinions on immigration policy and bilingual education, assessments of United States foreign policy goals, and United States involvement in the Persian Gulf War. The second wave of this panel, the 1993 Pilot Study, was in the field approximately one year after the first wave. It reexamined a number of items from the 1992 study to give as complete a picture as possible of how President Clinton was faring in the eyes of the coalition that had elected him. It also sought to explore in more detail the strength and depth of the Ross Perot phenomenon and, in particular, the reasons behind his continued support. Finally, this second wave of the panel continued the tradition of all pilot studies in seeking to carry out research and development work for the subsequent year's election study. In this regard, the Pilot Study explored the perceived interests of several groups (e.g., wealthy, poor, middle class, Blacks, whites) in areas such as national health insurance, affirmative action, and school choice, attitudes toward homosexuals and about policies affecting homosexuals, and experiments in the survey response form itself.
Curated
Elementary and Secondary School Civil Rights Compliance Report, Fall 1994 (ICPSR 2814)
Released/updated on: 2000-03-23
Geographic coverage: United States
The Fall 1994 Elementary and Secondary Civil Rights Compliance Report was conducted by Opportunity Systems Incorporated (OSI) for the Department of Education, Office for Civil Rights (OCR). Selected school districts throughout the country were required to complete a district-level form with summary information (ED101). In addition, each school within the district was required to complete a school-level form (ED102) that provided information on that individual school campus. Variables in the district questionnaire cover the number of public schools in the district, school membership, number of children and youths with disabilities, pregnant students, and non-IDEA (Individuals with Disabilities Education Act)-eligible children and youths. Items on the school questionnaire include information on grades offered, special education, ability grouping, and magnet schools or programs. Five data elements on the school form (corporal punishment, suspension, high school diploma, certificate of attendance or completion, and interscholastic athletics) are retrospective and pertain to the previous (1993-1994) school year.
Curated
Mexican Origin People in the United States: Austin (Texas) Pilot Survey, 1978-1979 (ICPSR 7965)
Released/updated on: 1992-02-16
Geographic coverage: United States, Texas, Austin
Time period: 1978-01-01--1979-12-31
This study was conducted for the purpose of testing and improving field procedures prior to beginning the Chicano Survey of 1979. It was jointly funded by the National Institute of Mental Health and the University of Texas at Austin. Interviews were conducted in Travis County, Texas, from November 1978 to February 1979. The final sample size was 70 respondents. There are 569 variables concerned with family structure, education, ethnicity, employment, income, language spoken, and attitudes toward language as well as interviewer observations. This collection was made available to ICPSR by the National Chicano Research Network, which was located at the Survey Research Center of the Institute for Social Research, University of Michigan.
Curated
Office for Civil Rights School District File, 1968 [United States]: School Desegregation Database (ICPSR 3528)
Released/updated on: 2002-11-22
Geographic coverage: United States
Time period: 1968-01-01--1969-12-31
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1968-1969. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1969 [United States]: School Desegregation Database (ICPSR 3529)
Released/updated on: 2002-11-22
Geographic coverage: United States
Time period: 1969-01-01--1970-12-31
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1969-1970. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1970 [United States]: School Desegregation Database (ICPSR 3530)
Released/updated on: 2002-12-09
Geographic coverage: United States
Time period: 1970-01-01--1971-12-31
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1970-1971. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1971 [United States]: School Desegregation Database (ICPSR 3531)
Released/updated on: 2003-01-02
Geographic coverage: United States
Time period: 1971-01-01--1972-12-31
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1971-1972. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1972 [United States]: School Desegregation Database (ICPSR 3532)
Released/updated on: 2002-12-09
Geographic coverage: United States
Time period: 1972-01-01--1973-12-31
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1972-1973. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1973 [United States]: School Desegregation Database (ICPSR 3533)
Released/updated on: 2002-12-09
Geographic coverage: United States
Time period: 1973-01-01--1973-12-31
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1973-1974. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.
Curated
Office for Civil Rights School District File, 1974 [United States]: School Desegregation Database (ICPSR 3534)
Released/updated on: 2003-01-02
Geographic coverage: United States
Time period: 1974-01-01--1974-12-31
This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1974-1975. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation. Some computed data were included on the 1974 district file which were not on the district files for years 1968-1973.
Curated
Understanding the Fear of Street Gangs: The Importance of Community Conditions [Santa Ana, California, 1997] (ICPSR 32161)
Released/updated on: 2012-02-29
Geographic coverage: United States, Santa Ana, California
Time period: 1997-01-01--1997-12-31
This study was designed as an exploratory study to understand fear of gang crime among residents living in an urban area plagued by gangs. During the Summer of 1997, six focus groups were conducted in Santa Ana, California -- two in lower income neighborhoods, two in middle income neighborhoods, and two in upper income neighborhoods. After the focus groups ended, participants were asked to take disposable cameras with them and take pictures of examples of neighborhood factors that prompted them to fear gangs and then mail them back to me in a postage-paid envelope.
The research questions guiding this study were: How do the fear-of-crime perspectives apply to fear of gang crime specifically? When worrying about gang crime, do different people focus primarily on different problems (e.g., some diversity or some disorder), or do the same people think about all of these factors? Findings first showed that all four theoretical perspectives on fear of crime applied to the same people at once, rather than to different people (e.g., some being worried about racial and ethnic differences but others about disorder). Second, findings illustrated specifically how these residents connected the factors into one thought process leading to fear of gangs. Residents in these groups clearly believed that ethnic and cultural diversity, or in this case, recent "illegal" Latino immigrants, brought disorder, which in turn caused community decline and brought gangs. This thought process led to personal fear of gang-related victimization. Their beliefs about these causal connections were primarily influenced by their knowledge and observations that gangs in the area were Latino; by direct observation of area diversity disorder, and decline; and by experience living in their changing neighborhoods over time. In addition, beliefs were fueled by indirect victimization, or knowledge gained primarily through acquaintances such as neighbors and community policing officers.