Measuring and Interpreting Expressed Affect Toward Affirmative Action Policy

Abstract

An easily replicable method is presented for measuring the inculcation of social work values. The method was developed to assess the meaning of discordant student answers to a final examination question about the affect-loaded, race-sensitive matter of affirmative action policy. The method's objectivity was established in two ways. First, students do answer questions containing affect-loaded content in a way that corresponds to their own understanding and beliefs rather than by reference to the perceived value orientation of their instructor. Second, faculty and doctoral student raters render judgment about expressed affect on the basis of objective content cues rather than their own sensitivities. The utility and possible use of the method are discussed.