Research Question: How stable is the public's support for nuclear power after a nuclear disaster, and are some subgroups within the population resistant to attitude change?

Contribution: Cross-sectional studies offer competing conclusions as to whether support for nuclear power among the U.S. citizenry changed after the Fukushima meltdown. Pew Research Center detected a drop in support, while a Gallup poll noted minimal change. This study uses a longitudinal study to assess the consistency in public support before, shortly after, and years after the incident. 

Data: Longitudinal Study of American Life (LSAL)

Context: Fukushima power plant meltdown in 2011.

Abstract: Attitudes toward nuclear power have fluctuated over time, with some evidence suggesting that the public turns against the technology following disasters. However, are these shifts in support for nuclear power permanent, and are there conditions under which individuals might “rebound” and return to their pre-disaster views? This study leverages a longitudinal study, starting in the late 1980s, that follows the attitudes of approximately 1,900 individuals toward nuclear power. Survey time points include before, shortly after, and then years after the Fukushima accident in 2011. The analysis focuses on instances of continuity and change in support for nuclear power plants in response to disasters. 

Status: Finalizing for journal submission.

Research Question: To what extent do educational experiences from one’s youth correlate with climate change attitudes decades later in life? 

Contribution: Existing research suggests values and partisanship largely predict climate change attitudes. There is minimal evidence to support the argument that education can shape such attitudes as well. This research uses a longitudinal study that includes innovative measures of science education and early educational experiences to identify a more precise, nuanced role of education in attitude formation. 

Data: Longitudinal Study of American Life (LSAL)

Context: Attitudes about climate change as of 2011.

Abstract: The role of parents in the socialization process is undisputed. They model civic behavior and assist in the development of a belief system that will support their offspring when they begin navigating the political world. This process develops a foundation, one that helps youth make sense of new, complicated political debates. Climate change is such a case where parents help establish the framework that their offspring will eventually use to develop opinions on the issue. In this study, a longitudinal study is utilized to assess the influence of parents on their offspring’s climate change attitudes. As extant research suggests, offspring develop a partisan identification that is consistent with their parents. It is this identity that is used to navigate the climate change debate. However, educated parents also put their children on a unique educational path that has a detectable influence on climate change attitudes later in their lives. These results reinforce the role of parents in the socialization process and connect the socialization literature to climate change research.

Status: Incorporating colleagues' feedback before journal submission.