Replication Data for: An Outsider View of Ideology Inside the Classroom

Over the last century, Americans repeatedly revisited concerns over university classroom ideology, yet the ideological skew has accelerated, arguably both because of and ironically contradicting diversity arguments so many insiders propound, if diversity includes differing perspectives, not just differing demography. This dataset includes: 1. Figure 1: A compilation of a host of studies with admittedly heterogeneous data on the degree to which academics – and social scientists, psychologists/social psychologists, and political scientists in particular – self-identify as “left,” “liberal,” or “Democrats" (Hamilton and Hargens, 1993; Engle, 2002; Rothman et al. 2005; Tobin et al., 2005; Tobin and Weinberg, 2006; Zipp and Fenwick, 2006; Gross and Simmons, 2007; Klein and Stern, 2009a; Haidt, 2016; Ingraham, 2016), which together paint a picture of a longtime leftward lean from the mid-1950s to mid-1980s, followed by an accelerating leftward lurch from the mid-1980s to 2018; and 2. Figure 2: The results of a series of searches of the APSA eJobs Online database for a basket of terms intended to capture inclusion (Inclusion, Identity, Equity) and diversity (Diversity, Race, Gender, Sex, and Women); traditionally nonpartisan American ideals (Freedom, Liberty, Speech, Constitution); America’s component parts of government (President, Congress, Judiciary), and America’s two main ideological and partisan pairs (Liberal/Conservative, Democrat/Republican), which suggest that current opportunities to get inside the political science classroom abound for New Left or what Donaido called multiculturalists, and are relatively scarce not just for Republicans and conservatives, or even those who teach about ideals like liberty, freedom and tolerance of speech, but for specialists in three key governmental institutions and the U.S. Constitution as well.