Public sentiment toward the COVID-19 vaccine as expressed on social media can interfere with communication by public health agencies on the importance of getting vaccinated. We investigated Twitter data to understand differences in sentiment, moral values, and language use between political ideologies on the COVID-19 vaccine. We estimated political ideology, conducted a sentiment analysis, and guided by the tenets of moral foundations theory (MFT), we analyzed 262,267 English language tweets from the United States containing COVID-19 vaccine-related keywords between May 2020 and October 2021. We applied the Moral Foundations Dictionary and used topic modeling and Word2Vec to understand moral values and the context of words central to the discussion of the vaccine debate. A quadratic trend showed that extreme ideologies of both Liberals and Conservatives expressed a higher negative sentiment than Moderates, with Conservatives expressing more negative sentiment than Liberals. Compared to Conservative tweets, we found the expression of Liberal tweets to be rooted in a wider set of moral values, associated with moral foundations of care (getting the vaccine for protection), fairness (having access to the vaccine), liberty (related to the vaccine mandate), and authority (trusting the vaccine mandate imposed by the government). Conservative tweets were found to be associated with harm (around safety of the vaccine) and oppression (around the government mandate). Furthermore, political ideology was associated with the expression of different meanings for the same words, e.g. “science” and “death.” Our results inform public health outreach communication strategies to best tailor vaccine information to different groups.
more »
« less
Political ideologies and moral foundations of engineering professionals in the United States
Scholars have argued that engineering practice should be understood in its societal context, including the political contexts in which engineers perform. However, very few research studies have systematically explored the political and moral backgrounds of engineering professionals, who would be the main agents in the political contexts. This paper reports our exploratory study of the political ideologies and moral foundations of engineers in the United States. Based on survey responses from 515 engineers, we conducted generalized ordinal logistic regression analyses and multiple linear regression analyses to examine how engineers’ political ideologies are associated with their moral foundations and how engineers’ political ideologies and moral foundations vary across their employment sectors, organizational positions, and demographic attributes. We found that engineers in the manufacturing sector are more politically conservative than engineers in the computer/electronics/IT sector. Additionally, engineers in higher positions in their organizations are more politically conservative than engineers in lower positions, and female engineers are more politically liberal than male engineers. We also found that engineers’ endorsement of the five moral foundations differs by sector and demographic attributes. Moreover, engineers’ moral foundations substantially explain engineers’ political ideologies, consistent with previous studies using the Moral Foundations Theory.
more »
« less
- NSF-PAR ID:
- 10529569
- Publisher / Repository:
- Elsevier
- Date Published:
- Journal Name:
- Technology in Society
- Volume:
- 75
- ISSN:
- 0160-791X
- Page Range / eLocation ID:
- 102379
- Subject(s) / Keyword(s):
- Political Ideology Moral Foundations Engineer Professional Ethics Employment Sector
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
more » « less
Moral foundations theory suggests that relative to liberals, conservatives care more about values that are believed to bind group members together: loyalty/betrayal, authority/subversion, and purity/degradation. In contrast, we propose that individuals who are deeply aligned (“fused”) with their group should display elevated commitment to group‐oriented moral values, regardless of their political orientation. The results of three studies supported this hypothesis. The tendency for conservatives to endorse the binding foundations more than liberals only emerged among weakly and moderately fused Americans. In fact, liberals strongly fused with the United States endorsed “binding” foundations
more than average conservatives and to the same extent as strongly fused conservatives. These results indicate that to fully understand moral prerogatives, one must consider the nature of the connections people form to the group, as well as their political orientation. -
Political news is often slanted toward its publisher’s ideology and seeks to influence readers by focusing on selected aspects of contentious social and political issues. We investigate political slants in news and their influence on readers by analyzing election-related news and reader reactions to the news on Twitter. To this end, we collected election-related news from six major US news publishers who covered the 2020 US presidential elections. We computed each publisher’s political slant based on the favorability of its news toward the two major parties’ presidential candidates. We found that the election-related news coverage shows signs of political slant both in news headlines and on Twitter. The difference in news coverage of the two candidates between the left-leaning (LEFT) and right-leaning (RIGHT) news publishers is statistically significant. The effect size is larger for the news on Twitter than for headlines. And, news on Twitter expresses stronger sentiments than the headlines. We identified moral foundations in reader reactions to the news on Twitter based on Moral Foundation Theory. Moral foundations in readers’ reactions to LEFT and RIGHT differ statistically significantly, though the effects are small. Further, these shifts in moral foundations differ across social and political issues. User engagement on Twitter is higher for RIGHT than for LEFT. We posit that an improved understanding of slant and influence can enable better ways to combat online political polarization.more » « less
-
In the engineering ethics education literature, there has recently been an increasing interest in longitudinal studies of engineering students’ moral development. Understanding how first-year engineering students perceive ethics can provide baseline information critical for understanding their moral development during their subsequent journey in engineering learning. Existing studies have mainly examined how first-year engineering students perceived the structure and elements of ethics curricula, personal ethical beliefs, pregiven ethics scenarios, institutional ethical climates, and particular political ideals (e.g., fairness and political involvement). Complementary to the existing studies, our project surveyed how first-year engineering students perceived public welfare beliefs, examples of (un-)ethical behaviors in engineering, and professional ethical values. Specifically, we adopted part of the well-known instrument developed by Erin Cech to assess how students perceived public welfare beliefs. An important goal of replicating Cech’s work is to examine whether students from a different cohort (i.e., 18 years after the cohort in Cech’s study, and from a more specialized institution than those in Cech’s study) hold different public welfare beliefs. We invite engineering educators to carefully examine how temporality might matter when considering the connections between previously conducted studies with their own ongoing projects. Our survey also asked students to provide an example of unethical behavior in engineering and possible ethical problems they anticipate in their future careers. Finally, we asked students to list three most important values for defining a good engineer. Such a question on professional ethical values responds to a gap in the engineering ethics literature, namely, that engineering students’ perceptions of professional virtues and values are not sufficiently addressed (especially among first-year students). This paper is part of a larger project that compares how students develop moral reasoning and intuition longitudinally across three cultures/countries: the United States, Netherlands, and China. We hope that findings in this paper can be useful for engineering educators to reflect on and design subsequent ethics education programs that are more responsive to students’ backgrounds and needs when they start their first year in engineering programs.more » « less
-
In the engineering ethics education literature, there has recently been increasing interest in longitudinal studies of engineering students’ moral development. Understanding how first-year engineering students perceive ethics can provide baseline information critical for understanding their moral development during their subsequent journey in engineering learning. Existing studies have mainly examined how first-year engineering students perceive the structure and elements of ethics curricula, pregiven ethics scenarios, what personal ethical beliefs and specific political ideals they hold (e.g., fairness and political involvement), and institutional ethical climates. Complementary to existing studies, our project surveyed how first-year engineering students perceive professional ethical values. Specifically, we asked students to list the three most important values for defining a good engineer. This question responds to a gap in existing engineering ethics literature that engineering students’ perceptions (especially first-year students) of professional virtues and values are not sufficiently addressed. We argue that designing effective and engaged ethics education experiences needs to consider the professional values perceived by students and how these values are related to the values communicated in the engineering curriculum. This paper is part of a larger project that compares how engineering students develop moral reasoning and intuition longitudinally across three cultures/countries: the United States, Netherlands, and China. We hope that findings from this paper can be useful for engineering educators to reflect on and design subsequent ethics education programs that are more responsive to students’ perceptions of professional values when beginning an engineering program.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1016/j.techsoc.2023.102379
