Callous and manipulative: Study says ‘malevolent personality traits’ dominate Trump voters (having or showing a wish to do evil to others.)

A new psychological study has found that people who report favorable views of Donald Trump also tend to score higher on measures of callousness, manipulation, and other malevolent traits—and lower on empathy and compassion. The findings, based on two large surveys of U.S. adults, shed light on how personality traits relate to political beliefs, including support for Trump and conservative ideology. The research was recently published in the Journal of Research in Personality.

Malevolent personality traits—sometimes called “dark” traits—include tendencies such as manipulativeness, callousness, narcissism, and a lack of empathy. These traits are often captured by concepts like psychopathy, Machiavellianism, and narcissism, which together reflect a general disposition toward exploiting or disregarding others for personal gain.

Recent reports from research centers and advocacy groups indicate that right-wing extremists are responsible for the majority of politically motivated gun violence and murders in the U.S.

. These findings are supported by data from organizations like the Anti-Defamation League (ADL), the Center for Strategic and International Studies (CSIS), and Giffords Law Center. 

Key findings from recent studies

• ADL Center on Extremism: In 2024, the ADL reported that all 13 extremist-related murders in the U.S. were committed by right-wing extremists, continuing a trend from the previous two years. For the decade leading up to 2024, the ADL found that 76% of extremist-related murders were committed by those on the right.
• Center for Strategic and International Studies (CSIS): A 2020 CSIS report found that right-wing attacks and plots accounted for the majority of all terrorist incidents in the U.S. since 1994, with a significant increase in recent years.
• University of Maryland: A global study co-led by the University of Maryland found that attacks by left-wing extremists are 45% less likely to result in fatalities than attacks by right-wing extremists. 

Contributing factors

• Weak gun laws: Advocacy groups like Giffords have highlighted how lax gun laws, which are common in more conservative-leaning states, enable extremists to acquire firearms easily.
• Extremist rhetoric: The availability of firearms is exacerbated by right-wing extremist rhetoric and conspiracy theories that frame political opponents as enemies. Experts and organizations point to a feedback loop where extreme rhetoric from figures and media outlets can inspire politically motivated gun violence.
• Regional disparity: An analysis of federal health data shows that states with higher firearm death rates per capita often have conservative leadership and weaker gun laws. In contrast, states with stricter gun laws and more liberal political leanings tend to have lower firearm death rates. 

Distinguishing types of gun violence

These studies primarily focus on politically motivated violence and domestic extremism. They do not typically analyze all forms of gun violence, such as interpersonal disputes, which do not necessarily have an ideological motivation. Findings may also be influenced by how researchers define and classify extremist violence, including how perpetrators’ ideological motivations are assessed. 

The Founding Fathers’ primary fears revolved around the potential for tyranny, whether from a powerful central government, foreign influence, or the impulsive will of the people

. Their warnings about the dangers of political factions, demagoguery, and concentrated power reveal their anxiety about the fragility of the new republic. 

Tyranny and centralized power

Having just fought a war against King George III’s arbitrary rule, the Founders were deeply suspicious of strong centralized power. They believed government was a necessary evil, not a positive good, and sought to construct a system that would prevent it from infringing upon individual liberties. 

• Checks and balances: To prevent any one person or branch from becoming too powerful, the Constitution was designed with a system of checks and balances and a clear division of powers.
• Patrick Henry’s concerns: Opponent of the Constitution, Patrick Henry, reportedly feared the presidency could evolve into an “absolute tyranny” and that an ambitious chief executive could become too powerful. 

Political factions and partisanship

Many Founders saw political parties—or “factions,” as they called them—as a major threat that could divide the nation. 

• George Washington’s warning: In his 1796 Farewell Address, Washington warned that partisanship would lead to a “spirit of revenge,” in which members would prioritize party power over the public good. He warned that political parties “are likely, in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people”.
• John Adams’s dread: John Adams wrote, “a division of the republic into two great parties… is to be dreaded as the greatest political evil”. 

“Mob rule” and demagoguery

The Founders, influenced by classical history, feared the “tyranny of the majority” and the instability of direct democracy. 

• Tyranny of the majority: James Madison and other framers worried that people could be swayed by emotion and that a majority could overpower the rights of a smaller group.
• Leaders exploiting passions: They feared demagogues who would exploit the public’s passions for their own gain. In Federalist 63, James Madison warned against “artful misrepresentations of interested men” who would encourage the people to indulge “the tyranny of their own passions”. 

Foreign interference

Having just broken away from the British Empire, the Founding Fathers were anxious that foreign powers could meddle in the young democracy’s affairs. 

• George Washington’s warning: In his Farewell Address, Washington cautioned against the “insidious wiles of foreign influence,” which he called one of the “most baneful foes of republican government”.
• Temporary alliances: Washington also warned against getting into permanent alliances with foreign nations, urging reliance on temporary alliances for emergencies instead. 

Corruption and special interests

The Founders were concerned about the corrupting influence of wealth and power. 

• Checks on power: They believed that a system of checks and balances was necessary to prevent wealthy interests from gaining undue influence.
• Standing armies: They feared that a large, permanent military could become a powerful interest group that could threaten the republic, and instead envisioned a citizen militia for national defense. 

Dachau was the first regular concentration camp established by the Nazi government in March 1933, near the town of Dachau, Germany, just northwest of Munich

. It was originally intended for political prisoners but evolved into a death camp where thousands perished. 

Key facts about Dachau: 

• Established: March 1933
• Purpose: Initially housed political opponents, later including Jews, Roma, homosexuals, and other groups deemed undesirable by the Nazis.
• Model for other camps: Dachau served as a prototype and training center for the SS who administered the Nazi concentration camp system.
• Inmates: Over 200,000 people were imprisoned in Dachau and its numerous subcamps.
• Deaths: Scholars estimate at least 40,000 prisoners died at Dachau from disease, malnutrition, overwork, and executions.
• Medical experiments: Prisoners were subjected to brutal medical experiments, including high-altitude and hypothermia tests, as well as testing pharmaceuticals.

To effectively present phenomena, you need to make them engaging and relevant for your audience. This can be achieved by choosing phenomena that spark curiosity, are observable, and connect to the learning objectives. You can present phenomena through various methods, such as demonstrations, videos, authentic articles, or by having students engage in relevant activities. 

Here’s a more detailed breakdown of how to present phenomena:

1. Choose the right phenomena:

• Engaging and Interesting: Select phenomena that naturally spark questions and curiosity in students. 
• Observable: Phenomena should be readily observable, allowing students to make direct observations and gather evidence. 
• Relevant to Learning Objectives: Ensure the phenomenon aligns with the concepts and skills you want students to learn. 
• Authentic: Use real-world examples or problems to make the learning more meaningful. 
• Connected to Students’ Lives: Find ways to relate the phenomenon to students’ personal experiences and communities. 

2. Methods of Presentation:

• Demonstrations:
  Show students a phenomenon firsthand through a demonstration (e.g., melting ice, a baking demonstration). 
• Videos:
  Use videos to present phenomena that are difficult to observe in real time or to capture phenomena from remote locations (e.g., a collapsing ice sheet, a rover landing on Mars). 
• Authentic Data or Articles:
  Present students with real-world data sets, research articles, or news reports about the phenomenon (e.g., data on pollinator decline, articles about the heart of a runner vs. a swimmer). 
• Activities:
  Engage students in activities that allow them to explore and investigate the phenomenon (e.g., building models, conducting experiments, solving problems). 
• “What’s going on?” Questions:
  Use the phenomenon to introduce a “what’s going on?” question that students can investigate. 
• “Where can I find it?” Questions:
  Encourage students to explore where they can find examples of the phenomenon in their daily lives or in the world around them. 

3. Engage Students:

• Provide opportunities for discussion:
  Encourage students to share their observations, ask questions, and discuss their initial ideas about the phenomenon. 
• Guide investigations:
  Help students develop questions to investigate the phenomenon and collect data to support their explanations. 
• Connect to prior knowledge:
  Help students connect the phenomenon to their existing knowledge and experiences. 
• Make it relevant:
  Help students see how the phenomenon connects to the real world and how they can apply their learning. 
• Make it collaborative:
  Engage students in group discussions and investigations to foster a sense of shared learning.