The incidence of sexual assault inundates the courts with many cases each year. Given the unique nature of the crime, judges and juries are faced with an array of different scenarios to which they are required to make fair, justifiable and consistent decisions. I examine child sexual assault cases of Dallas County 1999-2005, I look at both legal and extralegal factors including case characteristics, institutional characteristics and characteristics of the defendants and the victims. First, I examine the impact of the independent variables on sentence length using regression analysis to determine influences on sentencing for judges and juries. Second, I examine the same factors using Probit analysis to determine which characteristics make a life sentence more probable for those decision-makers.

A participant-observer approach is utilized in a case study of Dallas, Texas, homeowners who organized to challenge city acquisition of their property for the expansion of the Fair Park State fairgrounds. From this study, a model of protest and political bias in urban politics is conceptualized. It is hypothesized that some individuals and groups are unable to place their demands, regardless of the extent of their organization and mobilization, on the governmental agenda. This inability to gain access to the decision-making arena is due to the existence of persistent and cumulative political biases. The biases are delineated as systemic, modes of operation, and ideological. Protest activity is a response by powerless groups to encountering these political biases.

The purpose of this study is to analyze the impact of the civics curriculum on the political attitudes and behavior of R. L. Turner High School students. The impact of the civics curriculum is determined by analyzing the ability of the curriculum to achieve some of the most commonly avowed objectives of civic education. If the objectives of the civics curriculum are being attained, the political attitudes and behavior of students who have completed the course should be different from those of students who have not completed civics--provided, of course, that relevant intervening variables are held constant.