Objective. Recent research suggests that a gun owner social identity may undergird the deep political engagement of U.S. gun rights supporters. We adapt social psychological measures to assess whether such an identity does indeed exist, examine the factors that predict whether individuals hold the identity, and assess whether the identity predicts individuals' political attitudes and participation. Methods. We analyze two distinct survey data sets using various statistical techniques: (1) an original Mechanical Turk survey and (2) a survey of gun owners conducted by the Pew Research Center. Results. Gun owner identity is an individual characteristic that can be meaningfully measured. Moreover, gun owner identity is predicted by contact with the National Rifle Association and participation in gun-related social activities, among other factors. Further, this identity strongly predicts firearm-related policy attitudes, the importance individuals place upon these issues, and their propensity to act in opposition to gun regulations, all independent of gun ownership. Conclusions. Our results suggest that nuanced measurement of gun owner identity can provide a richer understanding of gun policy attitudes, identity politics, and interest group influence. In so doing, they help explain gun rights supporters' unusual dedication and, by extension, the NRA's success in the realm of gun policy.
Core graduate-level seminars, in many ways, establish the “canon” literature for scholars entering a discipline. In the study of American Politics, the contents of this canon vary widely across departments and instructors, with important implications for the perspectives to which graduate students are exposed. At a basic level, the demographic characteristics of the authors whose work is assigned can have a major impact on the diversity (or lack of diversity) of viewpoints presented in these introductory courses. Using a unique dataset derived from a survey of core American Politics graduate seminars at highly-ranked universities, this project assesses the gender diversity of the authors whose research is currently taught—overall and within a comprehensive list of topics and subtopics. We also assess the “substantive representation” of women (and other underrepresented groups) within the American Politics canon by examining the frequency with which gender, racial, and other forms of identity politics are taught in these introductory courses.
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