The first of two volumes in the Advances in Child Development and Behavior series, Equity and Justice in Developmental Science: Theoretical and Methodological Issues focuses on conceptual issues, definitions, and critical concepts relevant to equity and justice for the developmental sciences. This volume covers critical methodological issues that serve to either challenge or advance our understanding of, and ability to promote, equity and justice in the developmental sciences.
Both volumes bring together a growing body of developmental scholarship that addresses how issues relevant to equity and justice (or their opposites) affect development and developmental outcomes, as well as scholarship focused on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities and ensuring that all young people have opportunities to develop and thrive.
The first of two volumes in the Advances in Child Development and Behavior series, Equity and Justice in Developmental Science: Theoretical and Methodological Issues focuses on conceptual issues, definitions, and critical concepts relevant to equity and justice for the developmental sciences. This volume covers critical methodological issues that serve to either challenge or advance our understanding of, and ability to promote, equity and justice in the developmental sciences.
Both volumes bring together a growing body of developmental scholarship that addresses how issues relevant to equity and justice (or their opposites) affect development and developmental outcomes, as well as scholarship focused on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities and ensuring that all young people have opportunities to develop and thrive.
This first of two volumes in the Advances in Child Development and Behavior series focuses on the conceptual issues, definitions, and critical concepts associated with equity and justice for the developmental sciences, providing a major step forward and highlighting patterns and variability in the normative development of the everyday lives of children
1. Struggles for Equal Rights and Social Justice as Unrepresented and Represented in Psychological ResearchElliot Turiel, Eunkyung Chung and Jessica A. Carr2. Toward an Intersectional Approach in Developmental Science: The Role of Race, Gender, Sexual Orientation and Immigrant StatusNegin Ghavami, Dalal Katsiaficas and Leoandra Onnie Rogers3. Social Inequality in Population Developmental Health: An Equity and Justice IssueDaniel P. Keating4. Gender Stereotypes and Discrimination: How Sexism Impacts DevelopmentChristia Spears Brown and Ellen A. Stone 5. A Right to Disclose: LGBTQ Youth Representation in Data, Science, and PolicyShannon D. Snapp, Stephen T. Russell, Mariella Arredondo and Russell Skiba6. Just Good Developmental Science: Trust, Identity, and Responsibility in Ethnic Minority Recruitment and RetentionDeborah Rivas-Drake, Tissyana C. Camacho and Casta Guillaume7. Youth-Led Participatory Action Research: Developmental and Equity PerspectivesEmily J. Ozer8. A Mixed Methods Approach to Equity and Justice Research: Insights from Research on Children's Reasoning About Economic InequalityRashmita S. Mistry, Elizabeth S. White, Kirby A. Chow, Katherine M. Griffin, Lindsey Nenadal
Stacey S. Horn, (Ph.D. 2000, University of Maryland) is a Professor of Educational and Developmental Psychology and Chair of the Department of Educational Psychology, affiliate faculty member in Community Psychology and Prevention Research, and Program Director for the M.Ed. program in Youth Development at University of Illinois at Chicago. Her current research focuses on issues of sexual prejudice and bias-motivated harassment among adolescents, adolescents’ reasoning about peer harassment, as well as LGBT students’ experiences in schools and communities. Much of this work looks at the underlying moral, social, and personal dimension of exclusion and peer harassment, how adolescents construct an understanding of their peer interactions based on these dimension, and the role that bias plays in adolescents understanding and experiences of harassment. Stacey has served on the Editorial Boards for the Journal of Youth and Adolescence, International Journal of Behavioral Development, and the Journal of Gay and Lesbian Youth, served as Chair of the Equity and Justice Committee for the Society for Research in Child Development, and is a past-chair of the Governing Board for the Illinois Safe Schools Alliance. She has published articles in journals such as Developmental Psychology, Journal of Social Issues, Journal of Youth and Adolescence, Cognitive Development, and Equity and Excellence in Education. She is a past recipient of the Wayne F. Placek Award from the American Psychological Foundation (2002), the Outstanding Dissertation Award from Division 7 (Developmental) from the American Psychological Association, and the Outstanding Youth Scholar award from the University of Maryland Alumni Association. Stacey is a former high school English teacher and has worked with young people for over 25 years. Martin D. Ruck ,(Ph.D. 1994, University of Toronto) is an Associate Professor of Psychology and Urban Education at the Graduate Center of the City University of New York. His research examines the overall process of cognitive socialization—at the intersection of race, ethnicity and class—in terms of children’s and adolescents’ thinking about human rights, educational opportunity, and social justice. Much of his research has addressed how children and adolescents view their protection/nurturance and participation/self-determination rights across various settings. He is a consulting editor for Child Development and serves on the Editorial Boards for Human Development and Journal of Social Issues. His published work has appeared in journals such as Applied Developmental Science, Child Development, Group Processes and Intergroup Relations, International Journal of Children’s Rights, Journal of Adolescence, Journal of Applied Social Psychology, Journal of Early Adolescence, Journal of Educational Psychology, Journal of Research on Adolescence, Journal of Social Issues, and Journal of Youth and Adolescence. Departments of Psychology, Human Development & Family Studies, and Education, The Pennsylvania State University, USA
"...I found the theoretical chapters more interesting. Possibly
this was because these chapters presented more information that I
did not know. Because of this division into theoretical chapters
and methodological chapters, researchers who are interested the
developmental aspects of equity and justice can choose specific
chapters in any order." --PsycCRITIQUES (2nd review)
"The authors of Chapter 9 provide a masterful explication of the
dynamics and consequences of children and youths’ engagement in and
exposure to the atrocities of war." --PsycCRITIQUES
|
Ask a Question About this Product More... |
|
