Public Opinion about Comparisons to the Holocaust
Holocaust and genocide researchers are engaged in a vigorous debate concerning the uniqueness of the Holocaust and the appropriateness of comparing this event to others. They concur, however, in criticizing comparisons to the Holocaust made by activists, characterizing these comparisons as carelessl...
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| Veröffentlicht in: | Public opinion quarterly 1999, Vol.63 (4), p.485-507 |
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| container_title | Public opinion quarterly |
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| creator | BISCHOPING, KATHERINE KALMIN, ANDREA |
| description | Holocaust and genocide researchers are engaged in a vigorous debate concerning the uniqueness of the Holocaust and the appropriateness of comparing this event to others. They concur, however, in criticizing comparisons to the Holocaust made by activists, characterizing these comparisons as carelessly reasoned and self-interested. We use a U.S. national survey to identify which comparisons to the Holocaust are most salient to the public. Further, we test hypotheses about possible motivations or predictors of various comparisons, including influences of education and gender on ways of knowing, effects of race and political orientation on ethnoracial comparisons, and generational differences in collective memory. We conclude that public comparisons to the Holocaust are in concordance with elements of the United Nations' definition of genocide. Comparisons to the Holocaust are best predicted by education, gender, race, and current events. These findings have important implications for Holocaust pedagogy and for our understanding of the public's role in the construction of historical accounts. |
| doi_str_mv | 10.1086/297868 |
| format | Article |
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They concur, however, in criticizing comparisons to the Holocaust made by activists, characterizing these comparisons as carelessly reasoned and self-interested. We use a U.S. national survey to identify which comparisons to the Holocaust are most salient to the public. Further, we test hypotheses about possible motivations or predictors of various comparisons, including influences of education and gender on ways of knowing, effects of race and political orientation on ethnoracial comparisons, and generational differences in collective memory. We conclude that public comparisons to the Holocaust are in concordance with elements of the United Nations' definition of genocide. Comparisons to the Holocaust are best predicted by education, gender, race, and current events. These findings have important implications for Holocaust pedagogy and for our understanding of the public's role in the construction of historical accounts.</description><identifier>ISSN: 0033-362X</identifier><identifier>EISSN: 1537-5331</identifier><identifier>DOI: 10.1086/297868</identifier><identifier>CODEN: POPQAE</identifier><language>eng</language><publisher>Oxford: Oxford University Press</publisher><subject>Activists ; African American education ; African Americans ; Age differences ; Attitudes ; Collective memory ; Comparative analysis ; Comparative Study ; Crimes against humanity ; Education ; Ethnicity ; Gender ; Generational differences ; Generations ; Genocide ; History ; Holocaust ; Human relations ; Human rights ; Hypotheses ; Jews ; Men ; Nazi era ; Persecution ; Political activism ; Political parties ; Political sociology ; Prejudices ; Public Opinion ; Race ; Racial Differences ; Regression analysis ; Saliency ; Self interest ; Sex Differences ; Sociodemographic Factors ; Sociology ; Students ; Studies ; Study and teaching ; U.S.A ; United States of America ; War ; War crimes ; World war, 1939-45</subject><ispartof>Public opinion quarterly, 1999, Vol.63 (4), p.485-507</ispartof><rights>Copyright 1999 American Association for Public Opinion Research</rights><rights>2000 INIST-CNRS</rights><rights>Copyright University of Chicago, acting through its Press Winter 1999</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c559t-50e14290524e333b9adf4064ea98781bef32a669d5428f974509f8369f47a2c53</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/3038253$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/3038253$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,4024,27865,27869,27923,27924,27925,33774,33775,58017,58250</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1549831$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>BISCHOPING, KATHERINE</creatorcontrib><creatorcontrib>KALMIN, ANDREA</creatorcontrib><title>Public Opinion about Comparisons to the Holocaust</title><title>Public opinion quarterly</title><addtitle>Public Opin Q</addtitle><description>Holocaust and genocide researchers are engaged in a vigorous debate concerning the uniqueness of the Holocaust and the appropriateness of comparing this event to others. They concur, however, in criticizing comparisons to the Holocaust made by activists, characterizing these comparisons as carelessly reasoned and self-interested. We use a U.S. national survey to identify which comparisons to the Holocaust are most salient to the public. Further, we test hypotheses about possible motivations or predictors of various comparisons, including influences of education and gender on ways of knowing, effects of race and political orientation on ethnoracial comparisons, and generational differences in collective memory. We conclude that public comparisons to the Holocaust are in concordance with elements of the United Nations' definition of genocide. Comparisons to the Holocaust are best predicted by education, gender, race, and current events. These findings have important implications for Holocaust pedagogy and for our understanding of the public's role in the construction of historical accounts.</description><subject>Activists</subject><subject>African American education</subject><subject>African Americans</subject><subject>Age differences</subject><subject>Attitudes</subject><subject>Collective memory</subject><subject>Comparative analysis</subject><subject>Comparative Study</subject><subject>Crimes against humanity</subject><subject>Education</subject><subject>Ethnicity</subject><subject>Gender</subject><subject>Generational differences</subject><subject>Generations</subject><subject>Genocide</subject><subject>History</subject><subject>Holocaust</subject><subject>Human relations</subject><subject>Human rights</subject><subject>Hypotheses</subject><subject>Jews</subject><subject>Men</subject><subject>Nazi era</subject><subject>Persecution</subject><subject>Political activism</subject><subject>Political parties</subject><subject>Political sociology</subject><subject>Prejudices</subject><subject>Public Opinion</subject><subject>Race</subject><subject>Racial Differences</subject><subject>Regression analysis</subject><subject>Saliency</subject><subject>Self interest</subject><subject>Sex Differences</subject><subject>Sociodemographic Factors</subject><subject>Sociology</subject><subject>Students</subject><subject>Studies</subject><subject>Study and teaching</subject><subject>U.S.A</subject><subject>United States of America</subject><subject>War</subject><subject>War crimes</subject><subject>World war, 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Q</addtitle><date>1999</date><risdate>1999</risdate><volume>63</volume><issue>4</issue><spage>485</spage><epage>507</epage><pages>485-507</pages><issn>0033-362X</issn><eissn>1537-5331</eissn><coden>POPQAE</coden><abstract>Holocaust and genocide researchers are engaged in a vigorous debate concerning the uniqueness of the Holocaust and the appropriateness of comparing this event to others. They concur, however, in criticizing comparisons to the Holocaust made by activists, characterizing these comparisons as carelessly reasoned and self-interested. We use a U.S. national survey to identify which comparisons to the Holocaust are most salient to the public. Further, we test hypotheses about possible motivations or predictors of various comparisons, including influences of education and gender on ways of knowing, effects of race and political orientation on ethnoracial comparisons, and generational differences in collective memory. We conclude that public comparisons to the Holocaust are in concordance with elements of the United Nations' definition of genocide. Comparisons to the Holocaust are best predicted by education, gender, race, and current events. These findings have important implications for Holocaust pedagogy and for our understanding of the public's role in the construction of historical accounts.</abstract><cop>Oxford</cop><pub>Oxford University Press</pub><doi>10.1086/297868</doi><tpages>23</tpages></addata></record> |
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| identifier | ISSN: 0033-362X |
| ispartof | Public opinion quarterly, 1999, Vol.63 (4), p.485-507 |
| issn | 0033-362X 1537-5331 |
| language | eng |
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| source | EBSCOhost Political Science Complete; PAIS Index; Worldwide Political Science Abstracts; Sociological Abstracts; JSTOR; Oxford Journals; Periodicals Index Online; EBSCOhost Business Source Complete |
| subjects | Activists African American education African Americans Age differences Attitudes Collective memory Comparative analysis Comparative Study Crimes against humanity Education Ethnicity Gender Generational differences Generations Genocide History Holocaust Human relations Human rights Hypotheses Jews Men Nazi era Persecution Political activism Political parties Political sociology Prejudices Public Opinion Race Racial Differences Regression analysis Saliency Self interest Sex Differences Sociodemographic Factors Sociology Students Studies Study and teaching U.S.A United States of America War War crimes World war, 1939-45 |
| title | Public Opinion about Comparisons to the Holocaust |
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