The development of young American adults' attitudes about the risks associated with nuclear power

Abstract

Young American adults' assessment of the risks associated with nuclear power was examined by using data from the Longitudinal Study of American Youth (LSAY). A structural equation model was estimated using LISREL8 to examine the development of young adults' attitudes toward nuclear power. Many factors that have been associated with general attitudes toward science and technology were found to have no effect on young adults' assessment of the risks of nuclear power. Science achievement, academic science attitudes, and enrolment in high school and college science courses were found to have no effect on young adults' attitudes. Twelfth grade students who believed that the risks of nuclear power were relatively low were more likely to hold the same beliefs as young adults. Plans to have a career in science, mathematics, or engineering in grade twelve had the second greatest total effects, while gender's total effects were nearly identical in magnitude. Partisan identification had the fourth greatest total effects on attitudes about the risks of nuclear power. Peer science push, parent college push, parent science push, and parent education had lesser, but significant effects on the attitudes of young adults about the risks of nuclear power.