UID:
almahu_9947369108202882
Format:
1 online resource (384 pages)
Edition:
First edition.
ISBN:
0-12-801907-7
,
0-12-801896-8
Series Statement:
Advances in child development and behavior ; volume fifty one
Note:
Includes index.
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Front Cover -- Equity and Justice in Developmental Science: Implications for Young People, Families, and Communities -- Copyright -- Contents -- Contributors -- Preface -- Preface to Volume 50 -- Chapter One: A Transactional/Ecological Perspective on Ethnic-Racial Identity, Socialization, and Discrimination -- 1. Introduction -- 2. Ethnic-Racial Identity -- 3. Ethnic-Racial Socialization -- 4. Ethnic-Racial Discrimination -- 5. Interrelationships Among Ethnic-Racial Identity, Socialization, and Discrimination -- 5.1. Summary -- 6. Conceptualizing Ecological/Transactional Perspectives on Youths' Racial Knowledge -- 6.1. Families -- 6.2. Peers -- 6.3. Schools -- 6.4. Neighborhoods -- 7. Summary and Conclusions -- References -- Chapter Two: Racism, Racial Resilience, and African American Youth Development: Person-Centered Analysis as a Tool to Prom ... -- 1. Introduction -- 2. Background -- 2.1. Racial and Ethnic Identity -- 2.2. Racial Socialization -- 3. PCA as a Tool in Resilience Research with African American Youth -- 4. PCA in Racial and Ethnic Resilience Research: Research Examples -- 4.1. Racial and Ethnic Identity -- 4.1.2. Summary -- 4.2. Racial Socialization -- 4.2.1. Summary -- 5. Hybrid Person-Centered Studies -- 5.1. Summary -- 6. Challenges and Considerations -- 7. Future Directions -- 8. Conclusion -- References -- Chapter Three: Helping Children Navigate a Diverse World: Parents Contributions -- 1. Growing Up in a Diverse World -- 2. Helping Children Navigate Diverse Contexts -- 3. Ethnic Minority Parents Ethnic-Racial Socialization Practices -- 3.1. Ethnic-Racial Socialization Practices -- 3.1.1. Cultural Socialization -- 3.1.2. Preparation for Bias -- 3.1.3. Promotion of Mistrust -- 3.1.4. Mainstream Socialization -- 3.2. Correlates of Ethnic Minority Parents' Ethnic-Racial Socialization Practices.
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3.2.1. Family-Level Predictors of Ethnic-Racial Socialization -- 3.2.2. Links to Child Outcomes -- 4. Ethnic Majority Parents' Ethnic-Racial Socialization Practices -- 4.1. Ethnic-Racial Socialization Practices -- 4.2. Correlates of Ethnic Majority Parents' Ethnic-Racial Socialization Practices -- 5. Gaps in the Literature and Future Directions -- Acknowledgment -- References -- Chapter Four: Social Exclusion Based on Group Membership is a Form of Prejudice -- 1. Intergroup Social Exclusion as a Form of Prejudice -- 1.1. Recognizing Intergroup Social Exclusion in Childhood -- 1.1.1. Prevalence of Social Exclusion in Development -- 1.2. Consequences of Intergroup Social Exclusion in Childhood -- 1.3. Combating Exclusion Through Consideration of Fairness -- 2. Social Reasoning Developmental Model for Understanding Intergroup Social Exclusion in Childhood -- 2.1. Developmental Social Identity Theories -- 2.2. Developmental Subjective Group Dynamics -- 2.3. Social Domain Theory -- 3. Contributors to Inclusion and Exclusion Decisions: Role of Intergroup Contact and Friendships -- 3.1. School Diversity -- 3.2. Intergroup Friendships -- 3.3. Inclusive Policies -- 4. Contributors to Inclusion and Exclusion Decisions: Role of Peer Group Norms -- 4.1. Adherence to Stereotypic Norms -- 4.2. Distinguishing Group and Individual Perspectives -- 4.3. Impact of Group Status -- 4.4. Group Status and Social Inequalities -- 5. Contributors to Inclusion and Exclusion Decisions: Role of Teachers and Parents -- 5.1. Teachers -- 5.2. Parents -- 5.3. Weighing Adult and Peer Messages -- 6. Intergroup Social Exclusion in Context: Conclusions -- References -- Chapter Five: Children´s Intergroup Relations and Attitudes -- 1. Introduction -- 1.1. Scope and Significance of the Problem -- 1.2. Chapter Goals -- 2. Historical Approaches and Overview of Our Model.
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2.1. Historical Approaches to Intergroup Relations -- 2.2. Overview of Our Model -- 3. Core Processes in Intergroup Relations and Attitudes -- 3.1. Intergroup Contact -- 3.2. Intergroup Interaction -- 3.3. Intergroup Friendship -- 3.4. Intergroup Attitudes -- 4. Factors That Shape Core Processes -- 4.1. Factors Affecting Intergroup Contact -- 4.1.1. Overview -- 4.1.2. Societal Segregation -- 4.1.3. Perceptions of Group Variability -- 4.1.4. Status Seeking -- 4.1.5. Valuing Diversity -- 4.2. Developmental Changes in Intergroup Contact -- 4.3. Factors Affecting Intergroup Interactions -- 4.3.1. Overview -- 4.3.2. Interaction Structure -- 4.3.3. Environmental Belongingness Cues -- 4.3.4. Group-Based Rejection Concerns -- 4.4. Developmental Changes in Intergroup Interactions -- 4.5. Factors Affecting Intergroup Friendship -- 4.5.1. Overview -- 4.5.1.1. Social Group Consciousness -- 4.5.1.2. Motivation to Appear Nonprejudiced -- 4.5.1.3. Intergroup Transactional Engagement -- 4.5.1.4. Social Norms -- 4.5.1.5. Fear of Transitive Property of Social Stigma -- 4.6. Developmental Changes in Intergroup Friendships -- 4.7. Factors Affecting Intergroup Attitudes -- 4.7.1. Common Identity -- 4.7.2. Affective Change -- 4.8. Developmental Changes in Intergroup Attitudes -- 4.9. Pathway Between Intergroup Attitudes and Intergroup Contact -- 4.9.1. Self-Expansion -- 5. Conclusions -- References -- Chapter Six: Power, Process, and Protection: Juveniles as Defendants in the Justice System -- 1. The US Juvenile Justice System in Context -- 2. Realities of the Juvenile Justice System -- 2.1. "System" Is a Collection of Independent Organizations -- 2.2. Youth of Color and Girls Receive Disproportionate Contact and Confinement -- 2.3. Many Youth Are Not Represented by Attorneys -- 2.4. Attorneys Play a Critical Role in the Protection of Youth Rights.
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3. Waiving the Constitutional Right to Trial -- 3.1. Developmental Differences in the Capacities to Understand the Waiver Process -- 4. Developmental Differences in the Capacities to Voluntarily Waive the Right to Trial -- 4.1. Youth May Enter the Process Anticipating Unfairness -- 4.2. Youth May Misinterpret Interaction Among System Officials -- 4.3. Youth May Be Particularly Susceptible to Pressure from Prosecutors -- 4.4. Youths May Have Difficulty Resisting Paternalistic Pressure from Defense Attorneys -- 4.5. Judges Assessments of Voluntariness Are Not Developmentally Sensitive -- 4.6. Parents May Not Always Act in Their Youth´s Best Interests -- 5. Implications for Youths' Well-Being -- 6. Recommendations -- 7. Conclusion -- References -- Chapter Seven: Social Justice and the Environmental Commons -- 1. Introduction -- 2. Conceptual Definitions and Framework -- 3. Environmental Commons and Civic Life -- 4. Environmental Commons and Child Rights -- 5. Social Justice Implications of the Environmental Commons Framework -- 5.1. Privatization of the Commons -- 5.2. Inequities in Benefits and Burdens of Natural Resource Use -- 5.3. Inequities in Power to Affect Decisions About the Commons -- 5.4. Interdependence-Spaces, Species, and Generations -- 5.5. Equity in Access to Green Spaces -- 6. Moral Disengagement from Environmental Responsibility -- 7. Challenging Injustice: Evidence from Youth and the Environmental Commons -- 8. Preserving Our Environmental Commons -- 8.1. Applying Ostrom´s Design Principles to Stewardship Education -- 8.2. Place-Based Stewardship Education -- 8.3. Identification with the Group and Its Task -- 8.4. Mutual Respect, Responsibility, and Trust -- 8.5. Relationships That Build Trust -- 9. Conclusions -- Acknowledgments -- References.
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Chapter Eight: Mixed-Status Immigrant Families in the United States: The Role of Social Justice in Intervention Research -- 1. Current Policy Contexts -- 2. Developmental Context -- 3. Building Theory -- 3.1. Developmental Theories -- 3.2. Social Justice Perspective -- 4. Ethical Design and Methods in Research on Unauthorized Status -- 4.1. Qualitative and Quantitative Methods -- 4.2. Sampling Participants -- 4.3. Protecting Participants -- 4.4. Measuring Unauthorized Status -- 4.5. Community-Based Participatory Research -- 4.6. Ending a Program of Research with Attention to Sustainability -- 5. Dissemination and Use of Research Results -- 6. Conclusions -- Acknowledgment -- References -- Chapter Nine: And I Shot Her: On War, and the Creation of Inequities in the Development of Youths' Moral Capacities -- 1. On the Need for an Equity Agenda Targeting War-Affected Populations -- 2. On War-Exposure, and the Alteration of the Ecology of Youth Development -- 3. On War-Exposure, and the Primacy of PTSD and Emotional Distress -- 4. On War-Exposure, and the Disruption of the Development of Moral Capacities -- 4.1. Constructing Polarized and Imbalanced Views of Right and Wrong -- 4.2. Essentializing Moral Agency -- 4.3. Numbing Moral Agency -- 4.4. Searching for, but Failing to Find, Meaning in War -- 5. On War-Exposure, and the Intractability of Psychological Inequities: Concluding Thoughts -- References -- Chapter Ten: Global Equity and Justice Issues for Young People During the First Three Decades of Life -- 1. Introduction -- 2. Setting the Context -- 2.1. Rights of Children -- 2.2. Child Justice -- 3. Global Challenges to Equity and Justice for Children and Youth -- 3.1. Geographic Location -- 3.2. Poverty -- 3.3. Gender Inequality -- 3.4. Additional Factors -- 4. Global Opportunities for Equity and Justice for Children and Youth -- 4.1. Youth Bulge.
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4.2. Capitalizing on Globalization.
Language:
English
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