DOCSLIB.ORG

Peer-To-Peer Violence and Bullying: Examining the Federal Response – 2011 Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Peer-To-Peer Violence and Bullying: Examining the Federal Response – 2011 Report l U.S. Commission on Civil Rights The U.S. Commission on Civil Rights is an independent, bipartisan agency established by Congress in 1957. It is directed to: Investigate complaints alleging that citizens are being deprived of their right to vote by reason of their race, color, religion, sex, age, disability, or national origin, or by reason of fraudulent practices. Study and collect information relating to discrimination or a denial of equal protection of the laws under the Constitution because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. Appraise federal laws and policies with respect to discrimination or denial of equal protection of the laws because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. Serve as a national clearinghouse for information in respect to discrimination or denial of equal protection of the laws because of race, color, religion, sex, age, disability, or national origin. Submit reports, findings, and recommendations to the President and Congress. Issue public service announcements to discourage discrimination or denial of equal protection of the laws. Members of the Commission: Martin R. Castro, Chairman Abigail Thernstrom, Vice Chair Roberta Achtenberg Todd Gaziano Gail Heriot Peter Kirsanow Dina Titus Michael Yaki U.S. Commission on Civil Rights 624 Ninth Street, NW Washington, DC 20425 (202) 376-8128 www.usccr.gov This report is available on disk in ASCII Text and Microsoft Word 2007 for persons with visual impairments. Please call (202) 376-8110. U. S. Commission on Civil Rights Peer-to-Peer Violence and Bullying Examining the Federal Response September 2011 LETTER OF TRANSMITTAL The President The President of the Senate The Speaker of the House On behalf of the United States Commission on Civil Rights I am pleased to transmit this report, Peer-to-Peer Violence and Bullying, Examining the Federal Response, pursuant to Public Law 103-419. The purpose of the report is to examine the role played by the U.S. Departments of Education and Justice in addressing peer-to-peer discrimination on the basis of race, national origin, religion, disability, sex and/or LGBT status. To that end, the Commission gathered enforcement data from the Departments of Education and Justice and convened a day-long briefing on the subject of peer-to-peer violence and bullying. Twenty presenters participated in the briefing. Among the panelists invited to the briefing were: current and former federal government officials, academics, and representatives from a diverse set of advocacy organizations. In addition, the Commission received numerous written submissions from the public, academics, and advocacy organizations. Based on the evidence gathered by the Commission, we conclude that despite the harm that peer-to-peer bullying and harassment due to a student‘s membership in certain classes, such as race, religion, or sexual orientation, current federal laws (and the laws of many states) do not fully protect all students from peer-to-peer bullying and harassment resulting from animus toward their group status. Specifically, the Commission‘s findings, by majority vote, are: 1. Bullying and harassment, including bullying and harassment based on sex, race, national origin, disability, sexual orientation, or religion, are harmful to American youth. 2. Current federal civil rights laws do not provide the U.S. Department of Education with jurisdiction to protect students from peer-to-peer harassment that is solely on the basis of religion. 3. The current federal civil rights laws do not protect students from peer-to-peer harassment that is solely on the basis of sexual orientation. To better record the incidence of harassment based solely on sexual orientation or solely on religion, we recommend that the Departments adopt more detailed tracking methods regarding the complaints they receive. To better assist state and local officials to comply with their responsibilities under federal law, we recommend that the Department of Education strive to use consistent language and provide concrete examples in the guidance documents that it produces. On August 12, 2011, the Commission approved this report. The vote was as follows: Commissioners Achtenberg, Castro, Thernstrom and Yaki supported the approval of the report; Commissioners Gaziano, Heriot and Kirsanow opposed the approval of the report; Commissioner Kladney abstained from voting on the report due to the fact that August 12th was his first Commission meeting. For the Commissioners, Martin R. Castro Chairman Table of Contents i TABLE OF CONTENTS CHAPTER 1. EXECUTIVE SUMMARY .............................................................................1 CHAPTER 2. INTRODUCTION AND BACKGROUND ...................................................2 Peer-to-Peer Violence in K-12 Public Schools ......................................................................2 What is Bullying? ..................................................................................................................3 What is Harassment Subject to Federal Jurisdiction? ...........................................................4 Peer-to-Peer Violence Generally ............................................................................................5 Sex ..........................................................................................................................................9 Race/National Origin ............................................................................................................12 Disability ..............................................................................................................................14 LGBT ...................................................................................................................................15 Religion ................................................................................................................................21 Legal Protections ..................................................................................................................23 Title IX .........................................................................................................................23 Title VI .........................................................................................................................25 Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act.............................................................................................................26 CHAPTER 3. FEDERAL ENFORCEMENT EFFORTS: THE DEPARTMENT OF EDUCATION .........................................................................................................................28 The Department of Education‘s Civil Rights Complaint Processing System .........................28 Statistical Data ........................................................................................................................38 CHAPTER 4. FEDERAL ENFORCEMENT EFFORTS: THE DEPARTMENT OF JUSTICE .................................................................................................................................39 The Educational Opportunities Section Investigation Process ...............................................39 Statistical Data ........................................................................................................................40 CHAPTER 5. THE DEPARTMENT OF EDUCATION’S DEAR COLLEAGUE LETTER .................................................................................................................................43 CHAPTER 6. JURISDICTION: PEER-TO-PEER VIOLENCE RELATED TO LGBT STATUS AND RELIGION ...................................................................................................48 ii Table of Contents Peer-to-Peer Violence Related to Sexual Orientation and Gender Identity ............................48 Peer-to-Peer Student Violence Related to Religion ................................................................56 CHAPTER 7. ADDITIONAL CONCERNS RELATED TO THE FEDERAL RESPONSE ............................................................................................................................62 Enforcement Standards ...........................................................................................................62 Federalism ...............................................................................................................................70 First Amendment ....................................................................................................................76 FINDINGS AND RECOMMENDATIONS ........................................................................88 COMMISSIONER STATEMENTS AND REBUTTALS ..................................................90 Statement of Chairman Martin R. Castro ................................................................................90 Statement of Vice Chair Abigail Thernstrom ..........................................................................96 Statement of Commissioner Roberta Achtenberg..................................................................100 Dissent and Rebuttal Statement of Commissioners Gaziano and Kirsanow .........................128 Dissenting Statement of Commissioner Gail Heriot ..............................................................181 Statement of Commissioner Michael A. Yaki .......................................................................214
Load more

Recommended publications
  • Creativity Is the New Economy Posted: 06/27/2012 12:13 Pm
    Richard Florida Author Creativity Is the New Economy Posted: 06/27/2012 12:13 pm Excerpted with permission from The Rise of the Creative Class Revisited: 10th Anniversary Edition, by Richard Florida. Available from Basic Books, a member of The Perseus Books Group. Copyright (C) 2012. Someone recently said, "the longer the crisis goes on, the smaller the ideas for fixing it get." While pundits and commentators on the left and right savage each other over short-term fixes -- tax cuts versus stimulus, budget cuts versus monetary easing (I could go on) -- our economy is still sputtering and Europe is teetering on the brink of economic collapse. Policy-makers and central bankers have been able to stave off the massive economic dislocation brought on by previous crises like the Great Depression of the 1930s or the Panic and Long Depression of the late nineteenth century, but what we are going through is not any run-of-the-mill economic cycle. It's an enormous structural transformation -- similar if not larger in scale and scope to the shift from the Agricultural to the Industrial Age. Two charts make this abundantly clear. The first one (above) tracks Americans' employment from 1800 to 2010, across the nation's three great economic eras -- the Agricultural Age running from the time of Western settlement until the early to mid nineteenth century, the Industrial Age from the middle of the nineteenth century until the middle of the twentieth, and the new Creative Age, from the mid-twentieth century to the present. The second chart (below) shows the same trends, but this time as shares of the workforce.
    [Show full text]
  • The Creative Capital Theory
    Major Themes in Economics Volume 14 Article 3 Spring 2012 Economic Development Strategy: The Creative Capital Theory Zach Fairlie University of Northern Iowa Follow this and additional works at: https://scholarworks.uni.edu/mtie Part of the Economics Commons Let us know how access to this document benefits ouy Copyright ©2012 by Major Themes in Economics Recommended Citation Fairlie, Zach (2012) "Economic Development Strategy: The Creative Capital Theory," Major Themes in Economics, 14, 1-12. Available at: https://scholarworks.uni.edu/mtie/vol14/iss1/3 This Article is brought to you for free and open access by the Journals at UNI ScholarWorks. It has been accepted for inclusion in Major Themes in Economics by an authorized editor of UNI ScholarWorks. For more information, please contact [email protected]. Fairlie: Economic Development Strategy: The Creative Capital Theory Economic Development Strategy: The Creative Capital Theory Zach Fairlie ABSTRACT. This paper aims to identify the relationship between the Creative Capital theory and the unemployment rate. Using panel data from 370 Metropolitan Statistical Areas over a 12-year period, this study finds that talent, technology, and tolerance are not statistically significant determinants of the unemployment rate. The result is contrary to what Creative Capital theory suggests. I. Introduction Economic development groups are responsible for promoting economic growth and bringing jobs to their area. To do this, the groups adopt a variety of strategies based on conventional and non-conventional theories of economic development. Some non-conventional theories lack substantial academic verification (Hoyman 2009). The Creative Capital theory is an example. Richard Florida, founder of the Creative Capital theory, is a relatively new authority in the realm of economic development.
    [Show full text]
  • Argumentation and Fallacies in Creationist Writings Against Evolutionary Theory Petteri Nieminen1,2* and Anne-Mari Mustonen1
    Nieminen and Mustonen Evolution: Education and Outreach 2014, 7:11 http://www.evolution-outreach.com/content/7/1/11 RESEARCH ARTICLE Open Access Argumentation and fallacies in creationist writings against evolutionary theory Petteri Nieminen1,2* and Anne-Mari Mustonen1 Abstract Background: The creationist–evolutionist conflict is perhaps the most significant example of a debate about a well-supported scientific theory not readily accepted by the public. Methods: We analyzed creationist texts according to type (young earth creationism, old earth creationism or intelligent design) and context (with or without discussion of “scientific” data). Results: The analysis revealed numerous fallacies including the direct ad hominem—portraying evolutionists as racists, unreliable or gullible—and the indirect ad hominem, where evolutionists are accused of breaking the rules of debate that they themselves have dictated. Poisoning the well fallacy stated that evolutionists would not consider supernatural explanations in any situation due to their pre-existing refusal of theism. Appeals to consequences and guilt by association linked evolutionary theory to atrocities, and slippery slopes to abortion, euthanasia and genocide. False dilemmas, hasty generalizations and straw man fallacies were also common. The prevalence of these fallacies was equal in young earth creationism and intelligent design/old earth creationism. The direct and indirect ad hominem were also prevalent in pro-evolutionary texts. Conclusions: While the fallacious arguments are irrelevant when discussing evolutionary theory from the scientific point of view, they can be effective for the reception of creationist claims, especially if the audience has biases. Thus, the recognition of these fallacies and their dismissal as irrelevant should be accompanied by attempts to avoid counter-fallacies and by the recognition of the context, in which the fallacies are presented.
    [Show full text]
  • Workers and Labour in a Globalised Capitalism
    Workers and Labour in a Globalised Capitalism MANAGEMENT, WORK & ORGANISATIONS SERIES Series editors: Gibson Burrell, School of Management, University of Leicester, UK Mick Marchington, Manchester Business School, University of Manchester and Strathclyde Business School, University of Strathclyde, UK Paul Thompson, Strathclyde Business School, University of Strathclyde, UK This series of textbooks covers the areas of human resource management, employee relations, organisational behaviour and related business and management fields. Each text has been specially commissioned to be written by leading experts in a clear and accessible way. The books contain serious and challenging material, take an analytical rather than prescriptive approach and are particularly suitable for use by students with no prior specialist knowledge. The series is relevant for many business and management courses, including MBA and post-experience courses, specialist masters and postgraduate diplomas, professional courses and final-year undergraduate courses. These texts have become essential reading at business and management schools worldwide. Published titles include: Maurizio Atzeni WORKERS AND LABOUR IN A GLOBALISED CAPITALISM Stephen Bach and Ian Kessler THE MODERNISATION OF THE PUBLIC SERVICES AND EMPLOYEE RELATIONS Emma Bell READING MANAGEMENT AND ORGANIZATION IN FILM Paul Blyton and Peter Turnbull THE DYNAMICS OF EMPLOYEE RELATIONS (3RD EDN) Paul Blyton, Edmund Heery and Peter Turnbull (eds) REASSESSING THE EMPLOYMENT RELATIONSHIP Sharon C. Bolton EMOTION
    [Show full text]
  • Techno-Theology: a Theological Algorithm for Being Human in a Technological Age
    Digital Commons @ George Fox University Doctor of Ministry Theses and Dissertations 2-2020 Techno-Theology: A Theological Algorithm for Being Human in a Technological Age Daniel Passini Follow this and additional works at: https://digitalcommons.georgefox.edu/dmin Part of the Christianity Commons GEORGE FOX UNIVERSITY TECHNO-THEOLOGY: A THEOLOGICAL ALGORITHM FOR BEING HUMAN IN A TECHNOLOGICAL AGE A DISSERTATION SUBMITTED TO THE FACULTY OF PORTLAND SEMINARY IN CANDIDACY FOR THE DEGREE OF DOCTOR OF MINISTRY BY DANIEL PASSINI PORTLAND, OREGON FEBRUARY 2020 Portland Seminary George Fox University Portland, Oregon CERTIFICATE OF APPROVAL ________________________________ DMin Dissertation ________________________________ This is to certify that the DMin Dissertation of Daniel Passini has been approved by the Dissertation Committee on February 19, 2020 for the degree of Doctor of Ministry in Semiotics and Future Studies Dissertation Committee: Primary Advisor: Phil Carnes, DMin Secondary Advisor: David McDonald, DMin Lead Mentor: Leonard I. Sweet, PhD Copyright © 2020 by Daniel Passini All rights reserved. ii DEDICATION To Amber and Soren, my jewel and my grace. iii ACKNOWLEDGMENTS The past few years have been a tremendous undertaking. First and foremost, all thanks belong to the Lord for his guiding hand in both my life and this work. I pray the fruit of this labor brings honor to him. I would like to thank the staff of Portland Seminary for their help every step of the way. From the application process to graduation, they made this journey a joy. Phil Carnes, your role in this journey has been invaluable to my growth and success both as a student and as a person.
    [Show full text]
  • Political Correctness, the Law, and the Legal Academy
    Political Correctness, the Law, and the Legal Academy The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters. Citation Mark Tushnet, Political Correctness, the Law, and the Legal Academy, 4 Yale J.L. & Human. 127 (1992). Published Version http://digitalcommons.law.yale.edu/yjlh/vol4/iss1/6/ Accessed February 16, 2015 5:58:16 PM EST Citable Link http://nrs.harvard.edu/urn-3:HUL.InstRepos:12964428 Terms of Use This article was downloaded from Harvard University's DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA (Article begins on next page) Yale Journal of Law & the Humanities Volume 4 Article 6 Issue 1 Yale Journal of Law & the Humanities 3-25-2013 Political Correctness, the Law, and the Legal Academy Mark Tushnet Follow this and additional works at: http://digitalcommons.law.yale.edu/yjlh Part of the History Commons, and the Law Commons Recommended Citation Tushnet, Mark (1992) "Political Correctness, the Law, and the Legal Academy," Yale Journal of Law & the Humanities: Vol. 4: Iss. 1, Article 6. Available at: http://digitalcommons.law.yale.edu/yjlh/vol4/iss1/6 This Article is brought to you for free and open access by Yale Law School Legal Scholarship Repository. It has been accepted for inclusion in Yale Journal of Law & the Humanities by an authorized administrator of Yale Law School Legal Scholarship Repository. For more information, please contact [email protected].
    [Show full text]
  • Statement of Gail Heriot
    Peer-to-Peer Violence and Bullying 181 DISSENTING STATEMENT OF COMMISSIONER GAIL HERIOT, WITH WHICH COMMISSIONERS PETER KIRSANOW AND TODD GAZIANO CONCUR I. Background to the Report: A Twice-Told Tale Rather Than an Investigation This report has been a disappointment—though its shortcomings can in no way be attributed to our staff. The responsibility must lie with the Commission itself. Switching topics at the last possible moment made it impossible for the report to be anything but an uncritical re-telling of the positions of the Department of Education and the Department of Justice—along with a very brief nod to a few of the objections to those positions.1 Nothing that can be dignified with the term ―investigation‖ has occurred here. No useful new evidence is uncovered. No serious analysis has been engaged in.2 In the Commission‘s charter, Congress requires us to produce at least one report each year critiquing the manner in which a federal agency enforces civil rights laws.3 It is for that reason that the Commission is frequently referred to as a ―civil rights watchdog.‖4 Our job is to be fair and independent critics. 1 The brief discussion of the objections to the policy is contained almost exclusively in the last chapter of the report. 2 I agree with my colleagues Commissioners Todd Gaziano and Peter Kirsanow that none of the empirical studies on bullying cited in the report is relevant to the issues before the Commission. See Joint Dissent and Rebuttal of Commissioners Gaziano and Kirsanow. These studies do not show that the kind of bullying for which school districts can be held legally accountable for is widespread.
    [Show full text]
  • Appearance Discrimination: Lookism and the Cost to the American Woman
    City University of New York (CUNY) CUNY Academic Works Publications and Research New York City College of Technology 2017 Appearance Discrimination: Lookism and the Cost to the American Woman Alyssa Dana Adomaitis New York City College of Technology Rachel Raskin CUNY New York City College of Technology Diana Saiki Ball State University How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/ny_pubs/260 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] The Seneca Falls Dialogues Journal Volume 2 Lean Out: Gender, Economics, and Article 6 Enterprise 2017 Appearance Discrimination: Lookism and the Cost to the American Woman Alyssa Dana Dana Adomaitis New York City College of Technology, [email protected] Rachel Raskin The New York City College of Technology, [email protected] Diana Saiki Ball State University, [email protected] Follow this and additional works at: https://digitalcommons.brockport.edu/sfd Part of the Fashion Business Commons, and the Feminist, Gender, and Sexuality Studies Commons Repository Citation Adomaitis, Alyssa Dana Dana; Raskin, Rachel; and Saiki, Diana (2017) "Appearance Discrimination: Lookism and the Cost to the American Woman," The Seneca Falls Dialogues Journal: Vol. 2 , Article 6. Available at: https://digitalcommons.brockport.edu/sfd/vol2/iss1/6 This Essay is brought to you for free and open access by the Women and Gender Studies at Digital Commons @Brockport. It has been accepted for inclusion in The eS neca Falls Dialogues Journal by an authorized editor of Digital Commons @Brockport.
    [Show full text]
  • The Pedagogical Dimension of Indoctrination: Criticism of Indoctrination and the Constructivism in Education
    META: Research in Hermeneutics, Phenomenology, and Practical Philosophy – IV (1) / 2012 META: RESEARCH IN HERMENEUTICS, PHENOMENOLOGY, AND PRACTICAL PHILOSOPHY VOL. IV, NO. 1 / JUNE 2012: 88-105, ISSN 2067-3655, www.metajournal.org The Pedagogical Dimension of Indoctrination: Criticism of Indoctrination and the Constructivism in Education Mariana Momanu “Alexandru Ioan Cuza” University of Iași Abstract This study proposes a critical analysis of indoctrination in the field of education. We shall first discuss the meaning of this word trying to identify two fundamental dimensions: the pedagogical dimension and the ideological one. After approaching the relationship between indoctrination and authority in education, we classify the types of indoctrination identified by O. Reboul (1977) based on these two dimensions. For the analysis of indoctrination in the teaching process we used a four-dimensional model that includes: the intention, teaching contents, teaching methods and finalities of the didactic process. The study concludes with criticisms of indoctrination in terms of the constructivist paradigm in education. We consider that, far from having achieved the single possible approach, the constructivism is an option for educating the critical spirit and preventing the risks of indoctrination within the teaching process. Keywords: indoctrination, authority, teaching, criticism of indoctrination, constructivist approach. 1. The Concept of Indoctrination. The Pedagogical Dimension of Indoctrination The initial meaning of indoctrination is of pedagogical nature. In Latin, Doctrina means education, science, doctrine, that can many times substitute one for another. The former meaning of doctrine was savoir or acquired knowledge (Robert 1957, 1564), while that of the verb to indoctrinate was: to instruct, to provide someone with knowledge, to teach a science (Robert 1957, 1564).
    [Show full text]
  • From Logic to Rhetoric: a Contextualized Pedagogy for Fallacies
    Current Issue From the Editors Weblog Editorial Board Editorial Policy Submissions Archives Accessibility Search Composition Forum 32, Fall 2015 From Logic to Rhetoric: A Contextualized Pedagogy for Fallacies Anne-Marie Womack Abstract: This article reenvisions fallacies for composition classrooms by situating them within rhetorical practices. Fallacies are not formal errors in logic but rather persuasive failures in rhetoric. I argue fallacies are directly linked to successful rhetorical strategies and pose the visual organizer of the Venn diagram to demonstrate that claims can achieve both success and failure based on audience and context. For example, strong analogy overlaps false analogy and useful appeal to pathos overlaps manipulative emotional appeal. To advance this argument, I examine recent changes in fallacies theory, critique a-rhetorical textbook approaches, contextualize fallacies within the history and theory of rhetoric, and describe a methodology for rhetorically reclaiming these terms. Today, fallacy instruction in the teaching of written argument largely follows two paths: teachers elevate fallacies as almost mathematical formulas for errors or exclude them because they don’t fit into rhetorical curriculum. Both responses place fallacies outside the realm of rhetorical inquiry. Fallacies, though, are not as clear-cut as the current practice of spotting them might suggest. Instead, they rely on the rhetorical situation. Just as it is an argument to create a fallacy, it is an argument to name a fallacy. This article describes an approach in which students must justify naming claims as successful strategies and/or fallacies, a process that demands writing about contexts and audiences rather than simply linking terms to obviously weak statements.
    [Show full text]
  • Propaganda Fitzmaurice
    Propaganda Fitzmaurice Propaganda Katherine Fitzmaurice Brock University Abstract This essay looks at how the definition and use of the word propaganda has evolved throughout history. In particular, it examines how propaganda and education are intrinsically linked, and the implications of such a relationship. Propaganda’s role in education is problematic as on the surface, it appears to serve as a warning against the dangers of propaganda, yet at the same time it disseminates the ideology of a dominant political power through curriculum and practice. Although propaganda can easily permeate our thoughts and actions, critical thinking and awareness can provide the best defense against falling into propaganda’s trap of conformity and ignorance. Keywords: propaganda, education, indoctrination, curriculum, ideology Katherine Fitzmaurice is a Master’s of Education (M.Ed.) student at Brock University. She is currently employed in the private business sector and is a volunteer with several local educational organizations. Her research interests include adult literacy education, issues of access and equity for marginalized adults, and the future and widening of adult education. Email: [email protected] 63 Brock Education Journal, 27(2), 2018 Propaganda Fitzmaurice According to the Oxford English Dictionary (OED, 2011) the word propaganda can be traced back to 1621-23, when it first appeared in “Congregatio de progapanda fide,” meaning “congregation for propagating the faith.” This was a mission, commissioned by Pope Gregory XV, to spread the doctrine of the Catholic Church to non-believers. At the time, propaganda was defined as “an organization, scheme, or movement for the propagation of a particular doctrine, practice, etc.” (OED).
    [Show full text]
  • Gorbachev and His Reforms
    The Catholic University of America, Columbus School of Law CUA Law Scholarship Repository Scholarly Articles and Other Contributions Faculty Scholarship 1986 Gorbachev and His Reforms Rett R. Ludwikowski The Catholic University of America, Columbus School of Law Follow this and additional works at: https://scholarship.law.edu/scholar Part of the Political Science Commons, and the Soviet and Post-Soviet Studies Commons Recommended Citation Rett R. Ludwikowski, Gorbachev and His Reforms, 30 MOD. AGE 120 (1986). This Article is brought to you for free and open access by the Faculty Scholarship at CUA Law Scholarship Repository. It has been accepted for inclusion in Scholarly Articles and Other Contributions by an authorized administrator of CUA Law Scholarship Repository. For more information, please contact [email protected]. Estimating the chances of economic recovery of the Soviet Union Gorbachev and His Reforms Rett R. Ludwikowski IN THE LAST year the Western press has major policy address also freely ac- given a great deal of publicity to the new knowledged that the previous period had attempts at economic reform in the Soviet not solved the Soviet bloc’s most urgent Union. “Gorbachev Sets Shift in Econo- problems and declared his determination my,” “Gorbachev’s Vigor Holds Attention to fight against inefficiency in agriculture, of Soviets,’’ “Gorbachev Orders Wide ‘Re- drunkenness, corruption, the black mar- structuring’ of Soviet Economy”-these ket, the general disintegration of the com- are the titles of only a few articles which munist economy, and so forth. Some examine Gorbachev’s “breath-taking de- others mentioned that Andropov’s pre- termination to make changes in the decessors had made the same declara- Soviet economy.’’’ tions when first addressing the Central The general optimism as to the chances Committee.
    [Show full text]