Millennials as the Future of Corrections: A Generational Analysis of Public Policy Opinions

This study presents a comprehensive assessment of what Millennials think about U.S. correctional policy. Using a 2017 national-level sample ( N = 1,000), Millennials’ correctional policy opinions across 13 outcomes are assessed and compared to the views of other generations. The main findings are twofold. First, Millennials are only modestly punitive but clearly supportive of progressive policies. Thus, Millennials favor a rehabilitative correctional orientation, believe in offender redeemability, and prefer policies to protect ex-felons’ civil rights and to expunge criminal records for minor offenses. Second, generational differences in public support for correctional policies are mostly limited. Americans of all generations tend to endorse inclusionary policies—a finding indicating that the future of American corrections might see a lengthy era of progressive reform.

Students, Suffrage, and Political Change: The College Equal Suffrage League and Campus Campaigns for Women’s Right to Vote, 1905–1920

From 1905–1920, American college and university students carried on active and understudied campaigns to gain legitimacy and support for women’s suffrage at institutions of higher education across the United States. The primary organization responsible for initiating and directing campus activism was the College Equal Suffrage League (CESL), formed in 1900 by Massachusetts teachers Maud Wood Park and Inez Haynes Gillmore to recruit more upper- and middle-class, well-educated, students and alumni to the women’s rights movement. Exploring the records of state and national suffragists, women’s organizations, and academic institutions associated with the CESL shows that the league’s campaigns helped to reinvigorate the suffrage cause at an important moment in the early twentieth century by using educational tactics as powerful tools to cultivate a scholarly voice for the campaign, appeal to the upper classes, and fit within the contexts of higher education and larger movement for progressive reform. In addition to influencing the suffrage cause, campus organizing for equal voting rights changed the culture of female political activism and higher education by ushering a younger generation of articulate and well-trained activists into the women’s rights campaign and starting in a trend of organized youth mobilization for women’s rights at colleges and universities.

The Decision to Grant the Preference (1964–1967)

For the Six, Chapter 4 shows, the Spanish question boiled down to whether they would grant the preference rather than how. Documentary records and trade data show that the EEC did not discriminate against Spanish products. The EEC’s policy on Franco Spain was forged around the justification that relations with dictatorships of less-developed countries served to promote economic development and social change. These changes would naturally lead to a collective desire for political change. France and West Germany acted accordingly and exercised due influence on their peers. In the pursuit of their own interests, the European Community and its member-states opted to induce progressive reform towards West-European institutional standards over punishment or rupture. The political debate was limited to the speed of such changes, not to the validity of the assumption. The Europeanization/democratization binomial implied that closer relations with the EEC would promote convergence towards West-European standards, including democratization.

A Commentary on Kenya’s Response to the Global STEM Movement from Social Justice Perspectives: Would School-Community Innovation Centres/Makerspaces Address Apparent Gaps in the Proposed Curriculum?

This paper discusses Kenya’s proposed STEM curriculum in the context of the new education system. The new education system aims at socioeconomic development following Kenya’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs). The paper refers to social justice perspectives to discuss strengths and weaknesses of the proposed STEM curriculum. Our exploration of the reform documents led to the question: Has Kenya got the means to benefit from the progressive reform ideas given meagre resources and local worldviews that might conflict with the scientific/STEM worldview? In response to this dilemma, the paper suggests innovation centres or do-it-yourself centres akin to makerspace activity, as one way to engender the development of endogenous science/STEM. Setting endogenous science/STEM as the framework for the proposed STEM curriculum is likely to seamlessly address the socioeconomic goals as stipulated for the new education system.