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• W2210491658 abstract "Author(s): Gonzales, Angelo James | Advisor(s): Weir, Margaret | Abstract: For over a century, American religious organizations have waged a battle against and their allies over idea of human evolution. What began as a dispute about scientific theory of evolution by natural selection has, over time, developed into a long-running policy conflict over teaching of evolution and creationism in public schools. At heart of matter is a puzzle: Despite a nationwide shift in policy status quo favoring evolution and two U.S. Supreme Court decisions that placed creationists at a severe institutional and political disadvantage relative to their opponents, what accounts for ability of creationists to keep dispute alive and to continue to score policy victories; and conversely, why have and their allies failed to end conflict? This outcome, called contested policy raises big questions about policy sustainability and relationship of political and non-political actors to policy process. Specifically, how can a new policy grow stronger over time, while winners who advocated for policy change get weaker, and losers actually manage to get stronger? To answer these questions, we must first reconceptualize conflict in two dimensions. The first dimension is policy conflict between pro- and anti-evolution organizations. At stake is question of whether evolution or creationism (in its various forms) should be taught in public schools. The second, often overlooked, dimension is conflict between religious authorities and scientists. Motivating this dispute is question of how human life began. Both conflicts are being waged by individuals and organizations--political and non-political--which occupy two distinct organizational fields. In this dissertation, I argue that perpetuation of policy conflict can only be explained in relation to battle of ideas. Specifically, creationists were successful because they engaged in practice of bridging, drawing resources from organizational field associated with battle of ideas (i.e., the ideational field) to sustain and advance their policy agenda. Field bridging is a general mechanism of policy change, which can be found in any policy conflict in which non-political actors are major participants. There are three general mechanisms by which field bridging can advance an organization's policy goals. First, organizations can secure needed material resources from their organizational fields to stay alive and press their policy demands. Second, organizations can supply new ideas to actors in policy field. Third, organizations can recruit external support from organizational fields in which they are embedded. In case at hand, creationists employed all three mechanisms in wake of their 1960s-era policy defeats. By reframing their policy demands under banner of creation science, securing new material resources, and recruiting creation scientists and conservative Protestants to cause, creationist policy activists were able to garner attention of numerous policy makers during 1970s and 1980s, while securing a few high-profile victories in several states.On other hand, let down their guard after Supreme Court ruled in their favor in 1968. Although some recognized growing threat posed by reinvigorated creationism movement, it would take an entire decade for to begin to organize themselves at state and local level to challenge creationists in policy field. Although they eventually found their organizational footing, scientists' most decisive policy victories only came about because of their alliance with church-state separationist organizations, such as American Civil Liberties Union and Americans United for Separation of Church and State. Despite a second decisive Supreme Court victory in 1987, continue to find themselves fighting a seemingly neverending policy conflict against organizations of creationism movement, now operating under banner of intelligent design. Until one side or other is able to conquer battle of ideas, policy strife is likely to persist." @default.
• W2210491658 created "2016-06-24" @default.
• W2210491658 creator A5081568395 @default.
• W2210491658 date "2011-01-01" @default.
• W2210491658 modified "2023-09-27" @default.
• W2210491658 title "Forbidden Fruit: Contested Policy Change, Organizational Resources, and the Teaching of Evolution in Public Schools" @default.
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