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Chapter 6 The Rise of Limited-Effects Theory 167<br />

high levels of political activism that would occur if everyone took a strong interest<br />

in politics.<br />

These arguments reject Libertarian <strong>theory</strong> (Chapter 5). If voters don’t need to<br />

be informed, or if informing them might actually lead to political disorder, then<br />

there is no need for media to deliver information. Research findings demonstrated<br />

that uncensored and independent media typically failed to diffuse political information<br />

to most people. If so, what political role should media be expected to play? To<br />

reinforce the status quo except in times of crisis? Was there really a need for media<br />

to serve as a public forum as Libertarian <strong>theory</strong> had assumed? Or as Dewey had<br />

advocated, to systematically educate the people so they could be critical thinkers<br />

as well as informed voters? If so, how should this forum operate and what<br />

resources would be necessary to make it work effectively? Limited-effects research<br />

findings were quite pessimistic concerning the effectiveness of such a forum. They<br />

implied that such a public forum would serve little purpose except for the handful<br />

of people who were already well informed about and engaged in politics. These<br />

conclusions directed researchers away from the study of <strong>mass</strong> media and the formation<br />

of media policy and toward political parties, political socialization, and the<br />

institutions of government such as legislatures, political executives such as the president,<br />

and the legal system. These topics soon dominated the research agenda in<br />

political science.<br />

The political perspective implicit in these arguments became known as elite<br />

pluralism. During the 1960s, elite pluralism strongly challenged traditional forms<br />

of democratic <strong>theory</strong> and was widely debated in political science. Elite pluralism<br />

claimed to be scientific because, unlike classical democratic <strong>theory</strong>, it was based<br />

on empirical data. V. O. Key provided one of its best formulations in Public Opinion<br />

and American Democracy (1961). Like Lazarsfeld, Key was optimistic in the face of<br />

apparently discouraging voter data. His book emphasized the strength and enduring<br />

value of the American political system, even if it fell short of being a classical<br />

democracy.<br />

In some respects, elite pluralism is as contradictory as the two terms that make<br />

up its label. Elite implies a political system in which power is ultimately in the<br />

hands of a small group of influential persons, a political elite. Pluralism refers to<br />

cultural, social, and political diversity. It implies a political system in which many<br />

diverse groups have equal status and representation. Can there be a political system<br />

that is based on both—a system in which power is centralized in the hands of the<br />

few but in which the rights and status of all minority groups are recognized and<br />

advanced? Not only did V. O. Key argue that it is possible to combine these two principles,<br />

he also cited study after study that he interpreted as demonstrating that our<br />

political system already accomplished this.<br />

Like the other examples of limited-effects <strong>theory</strong>, elite pluralism assumes that<br />

media have little ability to directly influence people. Thus media alone can’t fundamentally<br />

alter politics. It rejects Libertarian notions and argues that media, in the<br />

name of stability, should reinforce political party loyalties and assist parties to<br />

develop and maintain large voter coalitions. Media shouldn’t be expected to lead<br />

public opinion but, rather, should reinforce it. If change is to occur, it must come<br />

from the pluralistic groups and be negotiated and enacted by the leaders of these<br />

groups.<br />

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).<br />

Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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