Allyn Fives
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781784994327
- eISBN:
- 9781526128614
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781784994327.001.0001
- Subject:
- Philosophy, Moral Philosophy
Is parents’ power over their children legitimate? And what role do both theoretical analysis and practical judgement play when we make such normative evaluations? While this book adds to the growing ...
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Is parents’ power over their children legitimate? And what role do both theoretical analysis and practical judgement play when we make such normative evaluations? While this book adds to the growing literature on parents, children, families, and the State, it does so by focusing on one issue, the legitimacy of parents’ power. It also takes seriously the challenge posed by moral pluralism, and considers the role of both theoretical rationality and practical judgement in resolving moral dilemmas associated with parental power.
This book makes a number of conceptual and methodological innovations. While parental power is usually conceptualised as form of paternalism, this book shows that non-paternalistic parental power can be legitimate as well. While parental power is often assumed to involve interference with children’s liberty, in fact there is a plurality of forms of parental power. And while political theorists offer general rules to resolve dilemmas arising between competing moral claims, it is demonstrated here that, in the evaluation of parental power, practical judgements are required in specific cases. A number of such cases of parental power are explored here at length, including parental licenses, children’s informed consent, and civic education.
The primary intended market for this book is advanced undergraduate and postgraduate students and established academics, in particular those with an interest in practical and applied ethics, contemporary political theory, moral theory, social theory, the sociology of childhood, political sociology, social work, and social policy.Less
Is parents’ power over their children legitimate? And what role do both theoretical analysis and practical judgement play when we make such normative evaluations? While this book adds to the growing literature on parents, children, families, and the State, it does so by focusing on one issue, the legitimacy of parents’ power. It also takes seriously the challenge posed by moral pluralism, and considers the role of both theoretical rationality and practical judgement in resolving moral dilemmas associated with parental power.
This book makes a number of conceptual and methodological innovations. While parental power is usually conceptualised as form of paternalism, this book shows that non-paternalistic parental power can be legitimate as well. While parental power is often assumed to involve interference with children’s liberty, in fact there is a plurality of forms of parental power. And while political theorists offer general rules to resolve dilemmas arising between competing moral claims, it is demonstrated here that, in the evaluation of parental power, practical judgements are required in specific cases. A number of such cases of parental power are explored here at length, including parental licenses, children’s informed consent, and civic education.
The primary intended market for this book is advanced undergraduate and postgraduate students and established academics, in particular those with an interest in practical and applied ethics, contemporary political theory, moral theory, social theory, the sociology of childhood, political sociology, social work, and social policy.
Ann Burack-Weiss
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780231151849
- eISBN:
- 9780231525336
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231151849.003.0006
- Subject:
- Sociology, Gerontology and Ageing
A poetic and poignant discussion of memory: Memories of mothers. Memories of fathers. The lifelong influence of memories of parents.
A poetic and poignant discussion of memory: Memories of mothers. Memories of fathers. The lifelong influence of memories of parents.
Jane Gray, Ruth Geraghty, and David Ralph
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780719091513
- eISBN:
- 9781526109972
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091513.001.0001
- Subject:
- Sociology, Marriage and the Family
Family Rhythms is a comprehensive, user-friendly text that opens a new window on family change in Ireland. The authors draw on major new qualitative longitudinal datasets to develop a rich account of ...
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Family Rhythms is a comprehensive, user-friendly text that opens a new window on family change in Ireland. The authors draw on major new qualitative longitudinal datasets to develop a rich account of continuity and change in the textures, meanings and rhythms of family life in Ireland since the early years of the state. Consistent with the recent turn to more inductive approaches in family studies, the book focuses on changing everyday practices in different family life stages: childhood, early adulthood, the middle years and grandparenthood. Readers acquire insights on the diverse experiences of family life from different historical and generational points of view and on the associated challenges for social policy. Throughout, qualitative findings are placed in the context of societal shifts in demography, value systems, household economies, and patterns of kinship, community and public life. For each life stage, the Irish experience is also placed in a comparative European context. The book includes a state-of-the-art introduction to contemporary sociological perspectives on family life and introduces readers to the wealth of historical and contemporary research on family life in Ireland. Highlighted panels invite readers to look in more detail at selected landmark Irish studies and to explore extracts from the qualitative data for themselves.Less
Family Rhythms is a comprehensive, user-friendly text that opens a new window on family change in Ireland. The authors draw on major new qualitative longitudinal datasets to develop a rich account of continuity and change in the textures, meanings and rhythms of family life in Ireland since the early years of the state. Consistent with the recent turn to more inductive approaches in family studies, the book focuses on changing everyday practices in different family life stages: childhood, early adulthood, the middle years and grandparenthood. Readers acquire insights on the diverse experiences of family life from different historical and generational points of view and on the associated challenges for social policy. Throughout, qualitative findings are placed in the context of societal shifts in demography, value systems, household economies, and patterns of kinship, community and public life. For each life stage, the Irish experience is also placed in a comparative European context. The book includes a state-of-the-art introduction to contemporary sociological perspectives on family life and introduces readers to the wealth of historical and contemporary research on family life in Ireland. Highlighted panels invite readers to look in more detail at selected landmark Irish studies and to explore extracts from the qualitative data for themselves.
Miri Song
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9781479840540
- eISBN:
- 9781479843367
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479840540.001.0001
- Subject:
- Sociology, Race and Ethnicity
While there has been significant growth in studies of “multiracial,” or “mixed-race,” individuals, very few have investigated the experiences of the descendants of multiracial individuals—the ...
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While there has been significant growth in studies of “multiracial,” or “mixed-race,” individuals, very few have investigated the experiences of the descendants of multiracial individuals—the so-called multigeneration multiracials. As interracial unions and disparate types of multiracial people continue to increase in many societies, what effect does this have on our understanding of racial categories and boundaries? How do multiracial people think about race in relation to themselves and their children? Using in-depth interviews, this book investigates how and why multiracial people racially identify and raise their children in particular ways, as well as their attitudes toward the transmission of minority ancestries to their children. Delving into parents’ concerns about racism and the strategies they use to address it with their children, the book also explores their thoughts about their children’s futures in a society in which mixing and mixed-race people are increasingly part of the mainstream.Less
While there has been significant growth in studies of “multiracial,” or “mixed-race,” individuals, very few have investigated the experiences of the descendants of multiracial individuals—the so-called multigeneration multiracials. As interracial unions and disparate types of multiracial people continue to increase in many societies, what effect does this have on our understanding of racial categories and boundaries? How do multiracial people think about race in relation to themselves and their children? Using in-depth interviews, this book investigates how and why multiracial people racially identify and raise their children in particular ways, as well as their attitudes toward the transmission of minority ancestries to their children. Delving into parents’ concerns about racism and the strategies they use to address it with their children, the book also explores their thoughts about their children’s futures in a society in which mixing and mixed-race people are increasingly part of the mainstream.
Sonia Livingstone and Julian Sefton-Green
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781479884575
- eISBN:
- 9781479863570
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479884575.001.0001
- Subject:
- Society and Culture, Media Studies
Based upon a year’s ethnographic fieldwork with 27 members of an ordinary London class, this book offers an original, readable and engaging study of the lives of one class of 13 to 14-year-olds in a ...
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Based upon a year’s ethnographic fieldwork with 27 members of an ordinary London class, this book offers an original, readable and engaging study of the lives of one class of 13 to 14-year-olds in a contemporary London neighbourhood. Telling the story of their lives at home, in school, hanging out with friends and online, it shows how the lives of young people today are shaped by the pressures of individualization and how schools, families and the young people themselves attempt to negotiate the meaning of education in a digitally connected yet fiercely competitive world. The book examines young people’s concrete experiences of growing up in early twenty-first century Britain, asking: what matters to them, what vision of the future do they think their parents and teachers are preparing them for, and how are they facing the opportunities or challenges that lie ahead? While media, public and policy discourses express hopes and fears about the potential of digital media networks, the book shows how young people, along with their parents and teachers, are more invested in maintaining their separate spheres of interest. Thus they exercise their agency more to disconnect than to connect with others or across activities or places. The Class’s intersecting portraits of 27 children provide new insight into a host of academic, policy and practitioner/educator debates about what it means to grow up in contemporary society and what roles family, school, community and media now play in the lives of young people.Less
Based upon a year’s ethnographic fieldwork with 27 members of an ordinary London class, this book offers an original, readable and engaging study of the lives of one class of 13 to 14-year-olds in a contemporary London neighbourhood. Telling the story of their lives at home, in school, hanging out with friends and online, it shows how the lives of young people today are shaped by the pressures of individualization and how schools, families and the young people themselves attempt to negotiate the meaning of education in a digitally connected yet fiercely competitive world. The book examines young people’s concrete experiences of growing up in early twenty-first century Britain, asking: what matters to them, what vision of the future do they think their parents and teachers are preparing them for, and how are they facing the opportunities or challenges that lie ahead? While media, public and policy discourses express hopes and fears about the potential of digital media networks, the book shows how young people, along with their parents and teachers, are more invested in maintaining their separate spheres of interest. Thus they exercise their agency more to disconnect than to connect with others or across activities or places. The Class’s intersecting portraits of 27 children provide new insight into a host of academic, policy and practitioner/educator debates about what it means to grow up in contemporary society and what roles family, school, community and media now play in the lives of young people.
TIM FARRANT
- Published in print:
- 2002
- Published Online:
- January 2010
- ISBN:
- 9780198151975
- eISBN:
- 9780191710247
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198151975.003.0015
- Subject:
- Literature, European Literature
This chapter shows that older forms of Balzac's fiction re-emerge and are reinvented towards the end of his career. The early 1840s see a series of ‘supernovellas’, Un début dans la vie, La Muse du ...
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This chapter shows that older forms of Balzac's fiction re-emerge and are reinvented towards the end of his career. The early 1840s see a series of ‘supernovellas’, Un début dans la vie, La Muse du département, Modeste Mignon, developed from short stories, under the influence of his sister Laure and Madame Hanska, and with an implicit moral aim. It is this augmented nouvelle form to which Balzac turns in his final diptych, Les Parents pauvres, which combine the cogency of short fiction with the linearity, fragmentation, and eclecticism of the serialized novel.Less
This chapter shows that older forms of Balzac's fiction re-emerge and are reinvented towards the end of his career. The early 1840s see a series of ‘supernovellas’, Un début dans la vie, La Muse du département, Modeste Mignon, developed from short stories, under the influence of his sister Laure and Madame Hanska, and with an implicit moral aim. It is this augmented nouvelle form to which Balzac turns in his final diptych, Les Parents pauvres, which combine the cogency of short fiction with the linearity, fragmentation, and eclecticism of the serialized novel.
Emily M. Calhoun
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780195399745
- eISBN:
- 9780199894444
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195399745.003.0010
- Subject:
- Law, Constitutional and Administrative Law
The indifference of justices, both to the harm they inflict on constitutional stature and to the opportunities they have to enhance their legitimacy by honoring stature, can run deep. This chapter ...
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The indifference of justices, both to the harm they inflict on constitutional stature and to the opportunities they have to enhance their legitimacy by honoring stature, can run deep. This chapter analyzes troubling features of Chief Justice Roberts's plurality opinion in Parents Involved in Community Schools v. Seattle School District No.1 and the majority opinion in Citizens United v. Federal Election Commission. The Parents Involved plurality opinion repeats previously discussed failures to satisfy the harm-avoidance obligation which are evident in earlier decisions such as Bowers v. Hardwick. The plurality opinion also reveals an indifference to harm-amelioration obligations. The adamant refusal in Citizens United to acknowledge important differences between corporations and citizens is disquieting confirmation of previous arguments that some justices may not highly value the constitutional stature of citizens.Less
The indifference of justices, both to the harm they inflict on constitutional stature and to the opportunities they have to enhance their legitimacy by honoring stature, can run deep. This chapter analyzes troubling features of Chief Justice Roberts's plurality opinion in Parents Involved in Community Schools v. Seattle School District No.1 and the majority opinion in Citizens United v. Federal Election Commission. The Parents Involved plurality opinion repeats previously discussed failures to satisfy the harm-avoidance obligation which are evident in earlier decisions such as Bowers v. Hardwick. The plurality opinion also reveals an indifference to harm-amelioration obligations. The adamant refusal in Citizens United to acknowledge important differences between corporations and citizens is disquieting confirmation of previous arguments that some justices may not highly value the constitutional stature of citizens.
Blake Morrison
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9780197266519
- eISBN:
- 9780191884238
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197266519.003.0001
- Subject:
- Literature, Poetry
Among Tony Harrison’s outstanding achievements are the elegies written for his parents that appear in his School of Eloquence sequence and his long narrative poem ‘v.’. Morrison’s chapter explores ...
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Among Tony Harrison’s outstanding achievements are the elegies written for his parents that appear in his School of Eloquence sequence and his long narrative poem ‘v.’. Morrison’s chapter explores the various ways in which these poems challenge and disrupt the conventions of the genre, by introducing subject matter and themes usually considered alien to the form—among them class, politics and personal identity—and by rooting them in a contemporary urban setting. The chapter also argues that Harrison’s elegies are cerebral as well as highly emotive; public as well as private; laboured rather than fluent (thereby expressing solidarity with the poet’s proletarian ancestors); and that they occupy a zone between inarticulacy (as exemplified by his father) and learned discourse. The poet’s acquisition of language is seen to come at a price: that of guilt towards his parents, from whom he feels cut off by virtue of his education and profession. After noting performative and acutely self-conscious elements in Harrison’s work, highlighting moments of humour, and touching on links to or departures from other poets (including Milton, Meredith, Yeats and Seamus Heaney), the chapter examines a single poem, ‘Marked with D’, in extensive detail. It concludes that although the poems under consideration were published over thirty years ago they are still striking relevant today—and indeed might be said foresee the key issues (of social class, affluence, regionalism and racism) that divide and disfigure the British nation today.Less
Among Tony Harrison’s outstanding achievements are the elegies written for his parents that appear in his School of Eloquence sequence and his long narrative poem ‘v.’. Morrison’s chapter explores the various ways in which these poems challenge and disrupt the conventions of the genre, by introducing subject matter and themes usually considered alien to the form—among them class, politics and personal identity—and by rooting them in a contemporary urban setting. The chapter also argues that Harrison’s elegies are cerebral as well as highly emotive; public as well as private; laboured rather than fluent (thereby expressing solidarity with the poet’s proletarian ancestors); and that they occupy a zone between inarticulacy (as exemplified by his father) and learned discourse. The poet’s acquisition of language is seen to come at a price: that of guilt towards his parents, from whom he feels cut off by virtue of his education and profession. After noting performative and acutely self-conscious elements in Harrison’s work, highlighting moments of humour, and touching on links to or departures from other poets (including Milton, Meredith, Yeats and Seamus Heaney), the chapter examines a single poem, ‘Marked with D’, in extensive detail. It concludes that although the poems under consideration were published over thirty years ago they are still striking relevant today—and indeed might be said foresee the key issues (of social class, affluence, regionalism and racism) that divide and disfigure the British nation today.
David F. Musto and Pamela Korsmeyer
- Published in print:
- 2002
- Published Online:
- October 2013
- ISBN:
- 9780300090369
- eISBN:
- 9780300137842
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300090369.003.0006
- Subject:
- Political Science, American Politics
This chapter looks at the Carter administration, which is noted to have ended with an irresolute drug policy. Jimmy Carter is shown to have had an open mind about marijuana; this soon changed as the ...
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This chapter looks at the Carter administration, which is noted to have ended with an irresolute drug policy. Jimmy Carter is shown to have had an open mind about marijuana; this soon changed as the political and social climate caused a withdrawal of support for marijuana decriminalization. It talks about the Parents' Movement, which took over the debate surrounding marijuana and drugs in general. This chapter ends with a note that Ronald Reagan would adopt policies similar to Richard Nixon's, which would eventually lead to a decline in public drug toleration.Less
This chapter looks at the Carter administration, which is noted to have ended with an irresolute drug policy. Jimmy Carter is shown to have had an open mind about marijuana; this soon changed as the political and social climate caused a withdrawal of support for marijuana decriminalization. It talks about the Parents' Movement, which took over the debate surrounding marijuana and drugs in general. This chapter ends with a note that Ronald Reagan would adopt policies similar to Richard Nixon's, which would eventually lead to a decline in public drug toleration.
JOY G. DRYFOOS
- Published in print:
- 2000
- Published Online:
- March 2012
- ISBN:
- 9780195137859
- eISBN:
- 9780199846948
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195137859.003.0006
- Subject:
- Psychology, Developmental Psychology
This chapter considers modern school restructuring and reform. It gives some examples of programs aimed at high-risk students and looks at growing experiences with school restructuring designs. An ...
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This chapter considers modern school restructuring and reform. It gives some examples of programs aimed at high-risk students and looks at growing experiences with school restructuring designs. An important outcome for effective schools is the promotion of healthy lifestyles and the prevention of high-risk behaviors. Children who are engaged in school activities are much less likely to get into trouble with drugs, sex, and violence. Some programs aimed at high-risk students include Valued Youth Partnership, Cities-in-Schools (CIS), The School Transition Environment Project (STEP), The Quantum Opportunity Program (QOP), Liberty Partnerships, and Parents as Teachers (PAT).Less
This chapter considers modern school restructuring and reform. It gives some examples of programs aimed at high-risk students and looks at growing experiences with school restructuring designs. An important outcome for effective schools is the promotion of healthy lifestyles and the prevention of high-risk behaviors. Children who are engaged in school activities are much less likely to get into trouble with drugs, sex, and violence. Some programs aimed at high-risk students include Valued Youth Partnership, Cities-in-Schools (CIS), The School Transition Environment Project (STEP), The Quantum Opportunity Program (QOP), Liberty Partnerships, and Parents as Teachers (PAT).
Daphna Oyserman
- Published in print:
- 2015
- Published Online:
- November 2020
- ISBN:
- 9780195341461
- eISBN:
- 9780197562581
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195341461.003.0004
- Subject:
- Education, Care and Counseling of Students
People experience themselves across time—recalling who they were and imagining who they will become. This consciousness of the self over time (Tulving, 1985; Wheeler, ...
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People experience themselves across time—recalling who they were and imagining who they will become. This consciousness of the self over time (Tulving, 1985; Wheeler, Stuss, & Tulving, 1997) and the ability to mentally “time travel” is a general human capacity (Epstude & Peetz, 2012) that develops by about age five (Atance, 2008; Atance & Jackson, 2009; Atance & Meltzoff, 2005; Russell, Alexis, & Clayton, 2010). For this reason, the future self can play a role in current choices from an early age. Indeed, when asked, people report imagining their future selves; they can describe both positive and negative possible identities their future selves might have (Dalley & Buunk, 2011; Norman & Aron, 2003). People say they care about whether they are making progress toward attaining their positive and avoiding their negative future identities (Vignoles, Manzi, Regalia, Jemmolo, & Scabini, 2008). They even report that their future selves are truer versions of themselves than their present selves, which are limited by the demands of everyday life (Wakslak, Nussbaum, Liberman, & Trope, 2008). Given all that, it might seem unnecessary to test whether people’s current actions are influenced by their future identities. Surely it has to be the case that future identities matter. Yet uncovering the circumstances in which the future self and other aspects of identity matter for behavior has turned out to be difficult. It is not always apparent that identities matter in spite of people’s feelings that they must. Figuring out the underlying process is critical to reducing the gap between aspirations and attainments and is the focus of this book. Does the future self really make such a difference in behavior? In the next sections, I provide a perspective and research evidence to answer the question. While often used interchangeably, the terms self, self-esteem, and identity are based on different concepts (Oyserman, Elmore, & Smith, 2012). Self-esteem is the positive or negative regard one has for oneself. Identities are descriptors (e.g., homeowner, middle-aged), personal traits (e.g., shy, outgoing), and social roles (e.g., mother, daughter) and the content that goes with these traits, descriptors, and roles (e.g., proud, worried).
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People experience themselves across time—recalling who they were and imagining who they will become. This consciousness of the self over time (Tulving, 1985; Wheeler, Stuss, & Tulving, 1997) and the ability to mentally “time travel” is a general human capacity (Epstude & Peetz, 2012) that develops by about age five (Atance, 2008; Atance & Jackson, 2009; Atance & Meltzoff, 2005; Russell, Alexis, & Clayton, 2010). For this reason, the future self can play a role in current choices from an early age. Indeed, when asked, people report imagining their future selves; they can describe both positive and negative possible identities their future selves might have (Dalley & Buunk, 2011; Norman & Aron, 2003). People say they care about whether they are making progress toward attaining their positive and avoiding their negative future identities (Vignoles, Manzi, Regalia, Jemmolo, & Scabini, 2008). They even report that their future selves are truer versions of themselves than their present selves, which are limited by the demands of everyday life (Wakslak, Nussbaum, Liberman, & Trope, 2008). Given all that, it might seem unnecessary to test whether people’s current actions are influenced by their future identities. Surely it has to be the case that future identities matter. Yet uncovering the circumstances in which the future self and other aspects of identity matter for behavior has turned out to be difficult. It is not always apparent that identities matter in spite of people’s feelings that they must. Figuring out the underlying process is critical to reducing the gap between aspirations and attainments and is the focus of this book. Does the future self really make such a difference in behavior? In the next sections, I provide a perspective and research evidence to answer the question. While often used interchangeably, the terms self, self-esteem, and identity are based on different concepts (Oyserman, Elmore, & Smith, 2012). Self-esteem is the positive or negative regard one has for oneself. Identities are descriptors (e.g., homeowner, middle-aged), personal traits (e.g., shy, outgoing), and social roles (e.g., mother, daughter) and the content that goes with these traits, descriptors, and roles (e.g., proud, worried).
Daphna Oyserman
- Published in print:
- 2015
- Published Online:
- November 2020
- ISBN:
- 9780195341461
- eISBN:
- 9780197562581
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195341461.003.0006
- Subject:
- Education, Care and Counseling of Students
In this chapter I describe the school-to-jobs intervention, a brief inter¬vention that translates the components of identity-based motivation (IBM) into a testable, ...
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In this chapter I describe the school-to-jobs intervention, a brief inter¬vention that translates the components of identity-based motivation (IBM) into a testable, usable, feasible, and scalable intervention for use in schools and other settings to improve academic outcomes. To develop the intervention, I took the core IBM principles and translated them into a framework and set of activities that have coherence and meaning. These core principles, as detailed in Chapter 1, are that identities, strategies, and interpretations of difficulty matter when they come to mind and seem relevant to the situation at hand. Because thinking is for doing, context matters, and identities, strategies, and interpretations of difficulty can be dynamically constructed given situational constraints and affordances. Therefore the framework and set of activities I developed were sensitive to the context in which education and educational success or failure occurs, the processes by which children succeed or fail to attain their school-success goals, and the action children need to take if they are to succeed. The intervention was fully tested twice (Oyserman, Bybee, & Terry, 2006; Oyserman, Terry, & Bybee, 2002), using random assignment to control (school as usual) and intervention conditions so that it would be possible to know whether the effects were due to the intervention and not to other differences in the children themselves. Importantly, the tested intervention was manualized and fidelity to both manual and underlying theorized process was also tested. In these ways, the intervention stands as a model for development. STJ is currently being used in England and in Singapore. Each country gives the intervention its own name to fit the context. This chapter is divided into three parts. In the first part, I outline the choices I made in developing the intervention. In the second part, I outline the sequenced activities that constitute the intervention (they are detailed in the manual that forms Chapter 4). In the third part, I describe the evidence that the intervention succeeded in changing academic outcomes and that changes occurred through the process predicted by IBM.
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In this chapter I describe the school-to-jobs intervention, a brief inter¬vention that translates the components of identity-based motivation (IBM) into a testable, usable, feasible, and scalable intervention for use in schools and other settings to improve academic outcomes. To develop the intervention, I took the core IBM principles and translated them into a framework and set of activities that have coherence and meaning. These core principles, as detailed in Chapter 1, are that identities, strategies, and interpretations of difficulty matter when they come to mind and seem relevant to the situation at hand. Because thinking is for doing, context matters, and identities, strategies, and interpretations of difficulty can be dynamically constructed given situational constraints and affordances. Therefore the framework and set of activities I developed were sensitive to the context in which education and educational success or failure occurs, the processes by which children succeed or fail to attain their school-success goals, and the action children need to take if they are to succeed. The intervention was fully tested twice (Oyserman, Bybee, & Terry, 2006; Oyserman, Terry, & Bybee, 2002), using random assignment to control (school as usual) and intervention conditions so that it would be possible to know whether the effects were due to the intervention and not to other differences in the children themselves. Importantly, the tested intervention was manualized and fidelity to both manual and underlying theorized process was also tested. In these ways, the intervention stands as a model for development. STJ is currently being used in England and in Singapore. Each country gives the intervention its own name to fit the context. This chapter is divided into three parts. In the first part, I outline the choices I made in developing the intervention. In the second part, I outline the sequenced activities that constitute the intervention (they are detailed in the manual that forms Chapter 4). In the third part, I describe the evidence that the intervention succeeded in changing academic outcomes and that changes occurred through the process predicted by IBM.
David J. Armor
- Published in print:
- 1995
- Published Online:
- November 2020
- ISBN:
- 9780195090123
- eISBN:
- 9780197560624
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195090123.003.0008
- Subject:
- Education, Schools Studies
In the complex body of case law on school segregation and desegregation, there has been one enduring feature in an otherwise variable landscape. If a school board is ...
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In the complex body of case law on school segregation and desegregation, there has been one enduring feature in an otherwise variable landscape. If a school board is held liable for intentionally segregating its schools, then a federal court is obliged to order remedies that “restore the victims of discriminatory conduct to the position they would have occupied in the absence of such conduct.” While legal scholars may disagree over the meaning of intentional segregation and social scientists may argue about the benefits of desegregation, no federal court since the 1971 Swann decision has failed to order some type of school desegregation remedy after finding de jure segregation. What constitutes an acceptable remedy? Three distinct but interrelated questions have dominated legal and social science discussions about desegregation remedies. The first is the proper scope of a remedy, particularly the conditions that trigger a systemwide desegregation plan, such as mandatory busing, that affects all schools. The second concerns the definition of desegregation and the standards that should be applied to judge whether a school or a school system is desegregated. The third is the effectiveness of particular types of plans or techniques in eliminating the dual school system and its vestiges as found by a court. Without question, the central and most difficult issue in effectiveness is the attainment of desegregated student bodies, given an appropriate standard for defining a desegregated school. All three of these areas have been subjected to vigorous debates over such concerns as the degree of court intervention in school operations, how desegregation should be measured, the problem of white flight, and the effectiveness of mandatory versus voluntary desegregation techniques. Although these issues are covered in a general way by a host of court doctrines and standards, laws, and regulations, there is much room for variations and disagreement on the specifics of desegregation remedies. There are, of course, legitimate differences among affected parties and constituencies on the questions of scope, definitions, and the types of outcomes for evaluating the effectiveness of a given desegregation remedy.
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In the complex body of case law on school segregation and desegregation, there has been one enduring feature in an otherwise variable landscape. If a school board is held liable for intentionally segregating its schools, then a federal court is obliged to order remedies that “restore the victims of discriminatory conduct to the position they would have occupied in the absence of such conduct.” While legal scholars may disagree over the meaning of intentional segregation and social scientists may argue about the benefits of desegregation, no federal court since the 1971 Swann decision has failed to order some type of school desegregation remedy after finding de jure segregation. What constitutes an acceptable remedy? Three distinct but interrelated questions have dominated legal and social science discussions about desegregation remedies. The first is the proper scope of a remedy, particularly the conditions that trigger a systemwide desegregation plan, such as mandatory busing, that affects all schools. The second concerns the definition of desegregation and the standards that should be applied to judge whether a school or a school system is desegregated. The third is the effectiveness of particular types of plans or techniques in eliminating the dual school system and its vestiges as found by a court. Without question, the central and most difficult issue in effectiveness is the attainment of desegregated student bodies, given an appropriate standard for defining a desegregated school. All three of these areas have been subjected to vigorous debates over such concerns as the degree of court intervention in school operations, how desegregation should be measured, the problem of white flight, and the effectiveness of mandatory versus voluntary desegregation techniques. Although these issues are covered in a general way by a host of court doctrines and standards, laws, and regulations, there is much room for variations and disagreement on the specifics of desegregation remedies. There are, of course, legitimate differences among affected parties and constituencies on the questions of scope, definitions, and the types of outcomes for evaluating the effectiveness of a given desegregation remedy.
Erica Frankenberg and Elizabeth Debray
- Published in print:
- 2011
- Published Online:
- July 2014
- ISBN:
- 9780807835128
- eISBN:
- 9781469602585
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807869208_frankenberg.4
- Subject:
- Education, History of Education
This book explores the meaning of the U.S. Supreme Court's decision in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS, 2007) and what is possible in its aftermath and in ...
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This book explores the meaning of the U.S. Supreme Court's decision in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS, 2007) and what is possible in its aftermath and in current policy. It presents what new evidence exists about integrated education and its relationship to equality in educational opportunity; what the political prospects are; what we know about new policy alternatives, including using socioeconomic status; and what the federal role could be in encouraging such options.Less
This book explores the meaning of the U.S. Supreme Court's decision in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS, 2007) and what is possible in its aftermath and in current policy. It presents what new evidence exists about integrated education and its relationship to equality in educational opportunity; what the political prospects are; what we know about new policy alternatives, including using socioeconomic status; and what the federal role could be in encouraging such options.
Erica Frankenberg
- Published in print:
- 2011
- Published Online:
- July 2014
- ISBN:
- 9780807835128
- eISBN:
- 9781469602585
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807869208_frankenberg.7
- Subject:
- Education, History of Education
This chapter reviews what is known from earlier efforts at integration and contemplates how such policies might fare in the aftermath of the complex legal decision in Parents Involved in Community ...
More
This chapter reviews what is known from earlier efforts at integration and contemplates how such policies might fare in the aftermath of the complex legal decision in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS 20070 case. The chapter also examines the relative strengths of various approaches intended to achieve or maintain racial diversity in K-12 public schools.Less
This chapter reviews what is known from earlier efforts at integration and contemplates how such policies might fare in the aftermath of the complex legal decision in Parents Involved in Community Schools v. Seattle School District No. 1 (PICS 20070 case. The chapter also examines the relative strengths of various approaches intended to achieve or maintain racial diversity in K-12 public schools.
PAUL ROCK
- Published in print:
- 1998
- Published Online:
- March 2012
- ISBN:
- 9780198267959
- eISBN:
- 9780191683428
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198267959.003.0010
- Subject:
- Law, Criminal Law and Criminology
This chapter summarizes the discussions in the preceding chapters and presents some concluding thoughts. It describes the emergence of groups such as The Compassionate Friends, Parents of Murdered ...
More
This chapter summarizes the discussions in the preceding chapters and presents some concluding thoughts. It describes the emergence of groups such as The Compassionate Friends, Parents of Murdered Children, and Support After Murder and Manslaughter, and the dilemmas they faced.Less
This chapter summarizes the discussions in the preceding chapters and presents some concluding thoughts. It describes the emergence of groups such as The Compassionate Friends, Parents of Murdered Children, and Support After Murder and Manslaughter, and the dilemmas they faced.
Marc Gopin
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199916986
- eISBN:
- 9780199980307
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199916986.003.0001
- Subject:
- Religion, Religion and Society
This introductory chapter first sets out the book's main purpose, which is to confront an enemy system that has involved bloodshed of innocents and immense sorrow for over one hundred years—the peace ...
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This introductory chapter first sets out the book's main purpose, which is to confront an enemy system that has involved bloodshed of innocents and immense sorrow for over one hundred years—the peace partners across the lines of the Arab/Jewish conflict over the land of historic Palestine, known by Jews as Israel. It then focuses on the author's self-reflection, covering a definition of self-reflection and self-examination as an antidote to despair. It examines the practice of knowing oneself by introducing the story of a little-known peacemaker who had a very strong impact on the author of this book. Ibrahim is one of the members of the Bereaved Parents Circle, a group of over five hundred Palestinian and Jewish families, every one of them having lost an immediate family member to the conflict. The chapter analyzes the transcripts of his interview, quoting extensively.Less
This introductory chapter first sets out the book's main purpose, which is to confront an enemy system that has involved bloodshed of innocents and immense sorrow for over one hundred years—the peace partners across the lines of the Arab/Jewish conflict over the land of historic Palestine, known by Jews as Israel. It then focuses on the author's self-reflection, covering a definition of self-reflection and self-examination as an antidote to despair. It examines the practice of knowing oneself by introducing the story of a little-known peacemaker who had a very strong impact on the author of this book. Ibrahim is one of the members of the Bereaved Parents Circle, a group of over five hundred Palestinian and Jewish families, every one of them having lost an immediate family member to the conflict. The chapter analyzes the transcripts of his interview, quoting extensively.
Atif Rahman
- Published in print:
- 2014
- Published Online:
- November 2020
- ISBN:
- 9780199676859
- eISBN:
- 9780191918346
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199676859.003.0014
- Subject:
- Clinical Medicine and Allied Health, Psychiatry
While the physical health of women and children is emphasized in international policy guidelines, the mental dimensions of their health are often ignored, ...
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While the physical health of women and children is emphasized in international policy guidelines, the mental dimensions of their health are often ignored, especially in developing countries. However, recent and strong evidence suggests that the mental and physical health of mothers and children is inextricably linked, and the one cannot be possible without the other (Prince et al. 2007). This chapter reviews the evidence and suggests directions for policy and research in this area. Depression is the fourth leading cause of disease burden and the largest cause of nonfatal burden, accounting for almost 12% of all total years lived with disability worldwide. Depression around childbirth is common, affecting approximately 10–15% of all mothers in Western societies (O’Hara and Swain 1996). Epidemiological studies from the developing world have reported increasingly high rates of postnatal depression in diverse cultures across the developing world. An early pioneering study by Cox (1979) in a semirural Ugandan tribe found rates of 10% based on the ICD-8 criteria. Two decades later, a community study by Cooper et al. (1999) in a periurban settlement in South Africa, found rates of 34.7%, an increase of over threefold. Hospital-based studies have found rates of 23% in Goa, India (Patel et al. 2002), 22% in eastern Turkey (Inandi 2002) and 15.8% in Dubai, United Arab Emirates (Goubash and Abou-Saleh 1997). A rural-community study in Rawalpindi, Pakistan, reported over 25% women suffering from depression in the antenatal period and 28% in the postnatal period (Rahman et al. 2007). Over half these women were found to be still depressed a year later (Rahman and Creed 2007). A recent meta-analysis shows that the rates in low- and middle-income countries (LAMIC) are higher than high income countries, ranging from 18–25% (Fisher et al. 2012). Risk factors identified include previous psychiatric problems, life events in the previous year, poor marital relationship, lack of social support, and economic deprivation. Female infant gender was found to be an important determinant of postnatal depression in India, but not in South Africa. Importantly, postnatal depression was found to be associated with high degrees of chronicity, disability and disturbances of mother–infant relationship.
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While the physical health of women and children is emphasized in international policy guidelines, the mental dimensions of their health are often ignored, especially in developing countries. However, recent and strong evidence suggests that the mental and physical health of mothers and children is inextricably linked, and the one cannot be possible without the other (Prince et al. 2007). This chapter reviews the evidence and suggests directions for policy and research in this area. Depression is the fourth leading cause of disease burden and the largest cause of nonfatal burden, accounting for almost 12% of all total years lived with disability worldwide. Depression around childbirth is common, affecting approximately 10–15% of all mothers in Western societies (O’Hara and Swain 1996). Epidemiological studies from the developing world have reported increasingly high rates of postnatal depression in diverse cultures across the developing world. An early pioneering study by Cox (1979) in a semirural Ugandan tribe found rates of 10% based on the ICD-8 criteria. Two decades later, a community study by Cooper et al. (1999) in a periurban settlement in South Africa, found rates of 34.7%, an increase of over threefold. Hospital-based studies have found rates of 23% in Goa, India (Patel et al. 2002), 22% in eastern Turkey (Inandi 2002) and 15.8% in Dubai, United Arab Emirates (Goubash and Abou-Saleh 1997). A rural-community study in Rawalpindi, Pakistan, reported over 25% women suffering from depression in the antenatal period and 28% in the postnatal period (Rahman et al. 2007). Over half these women were found to be still depressed a year later (Rahman and Creed 2007). A recent meta-analysis shows that the rates in low- and middle-income countries (LAMIC) are higher than high income countries, ranging from 18–25% (Fisher et al. 2012). Risk factors identified include previous psychiatric problems, life events in the previous year, poor marital relationship, lack of social support, and economic deprivation. Female infant gender was found to be an important determinant of postnatal depression in India, but not in South Africa. Importantly, postnatal depression was found to be associated with high degrees of chronicity, disability and disturbances of mother–infant relationship.
Jessica J. Otis
- Published in print:
- 2010
- Published Online:
- November 2020
- ISBN:
- 9780195389302
- eISBN:
- 9780197562727
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195389302.003.0013
- Subject:
- Clinical Medicine and Allied Health, Ophthalmology
Editor’s Note: Since not much was known about aniridia for many years some doctors did medical procedures that we now know should not be done on aniridic eyes. Please ...
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Editor’s Note: Since not much was known about aniridia for many years some doctors did medical procedures that we now know should not be done on aniridic eyes. Please do not use any specific story here as a guide for your journey, because some of the medical procedures mentioned should not have been done. Furthermore, please make sure to see a doctor with experience and knowledge of anirida. Lastly, please keep in mind, each person’s journey has different medical issues. Not everybody will experience the exact same medical challenges in their journeys. When we face challenges in our lives, we turn to those who love and support us. Yet sometimes it isn’t enough; we need the support of those who know how we are feeling and what we are going through. Parents who have children with aniridia can help each other by talking, lending advice, or just being there with a shoulder lean on. The stories compiled in this chapter are from parents who wish to share their personal experiences and struggles of having a child with aniridia. It is our wish that these stories will give you hope and inspiration as well as show you the love a parent has for a child, even when it seems like there is no light at the end of the tunnel. When I was 29 years old, we were blessed with our third child. We already had two sons, and now we had a little girl! From the very beginning, I knew something was wrong. Amy seemed to keep her eyes closed most of the time. When I took her outdoors, she would bury her head in my shoulder. I told our pediatrician to look at her eyes, and he told us not to worry. He said that she had muscle problems that surgery could correct. Over the months to follow, we decided to see an ophthalmologist. He told us that Amy had been born with a rare eye condition called aniridia.
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Editor’s Note: Since not much was known about aniridia for many years some doctors did medical procedures that we now know should not be done on aniridic eyes. Please do not use any specific story here as a guide for your journey, because some of the medical procedures mentioned should not have been done. Furthermore, please make sure to see a doctor with experience and knowledge of anirida. Lastly, please keep in mind, each person’s journey has different medical issues. Not everybody will experience the exact same medical challenges in their journeys. When we face challenges in our lives, we turn to those who love and support us. Yet sometimes it isn’t enough; we need the support of those who know how we are feeling and what we are going through. Parents who have children with aniridia can help each other by talking, lending advice, or just being there with a shoulder lean on. The stories compiled in this chapter are from parents who wish to share their personal experiences and struggles of having a child with aniridia. It is our wish that these stories will give you hope and inspiration as well as show you the love a parent has for a child, even when it seems like there is no light at the end of the tunnel. When I was 29 years old, we were blessed with our third child. We already had two sons, and now we had a little girl! From the very beginning, I knew something was wrong. Amy seemed to keep her eyes closed most of the time. When I took her outdoors, she would bury her head in my shoulder. I told our pediatrician to look at her eyes, and he told us not to worry. He said that she had muscle problems that surgery could correct. Over the months to follow, we decided to see an ophthalmologist. He told us that Amy had been born with a rare eye condition called aniridia.
Jessica J. Otis and James D. Lauderdale
- Published in print:
- 2010
- Published Online:
- November 2020
- ISBN:
- 9780195389302
- eISBN:
- 9780197562727
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195389302.003.0014
- Subject:
- Clinical Medicine and Allied Health, Ophthalmology
When your child is first diagnosed with aniridia or WAGR syndrome, you will have several questions for your child’s ophthalmologist. To be prepared for the first ...
More
When your child is first diagnosed with aniridia or WAGR syndrome, you will have several questions for your child’s ophthalmologist. To be prepared for the first appointment, the best thing to do is make a list of questions. Some questions other parents have had are listed at the end of this chapter. If you choose to, you can use these as a starting point and add more questions to the list as you think of them. At the appointment, be sure to have your list of questions to ask the doctor. Be sure to repeat what the doctor has told you to make sure you understand him or her. If you’re not sure, then ask the doctor to try to explain it in a different way so you can understand. It is your child, and you should be as informed as possible, and the only way to do that is to ask questions and to have a good relationship with your child’s ophthalmologist. Other questions parents have had that you do not necessarily need to ask an ophthalmologist will be discussed in this chapter. When a child is first diagnosed, a question asked by many parents, especially mothers, is, “Was this my fault?” No, it was not. Do not ever blame yourself for your child having aniridia or WAGR syndrome. It is a genetic disorder that you could not have done anything about, unless you do have it yourself. There is no reason for you to feel guilty or to put blame on yourself for something you had no control over. One way to help get over any of these feelings is to join Aniridia Foundation International, where you can meet many other parents and people with aniridia. From meeting and speaking with them, you can get the support you need. . On AFI’s members’ area website, I asked parents, “What questions did you have when your child was diagnosed?” One mother responded, “Mainly I wish someone had told us that he would be able to see at least a little bit and that the disastrous picture that was painted for us at the start was not actually representative of what he would turn out to be.”
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When your child is first diagnosed with aniridia or WAGR syndrome, you will have several questions for your child’s ophthalmologist. To be prepared for the first appointment, the best thing to do is make a list of questions. Some questions other parents have had are listed at the end of this chapter. If you choose to, you can use these as a starting point and add more questions to the list as you think of them. At the appointment, be sure to have your list of questions to ask the doctor. Be sure to repeat what the doctor has told you to make sure you understand him or her. If you’re not sure, then ask the doctor to try to explain it in a different way so you can understand. It is your child, and you should be as informed as possible, and the only way to do that is to ask questions and to have a good relationship with your child’s ophthalmologist. Other questions parents have had that you do not necessarily need to ask an ophthalmologist will be discussed in this chapter. When a child is first diagnosed, a question asked by many parents, especially mothers, is, “Was this my fault?” No, it was not. Do not ever blame yourself for your child having aniridia or WAGR syndrome. It is a genetic disorder that you could not have done anything about, unless you do have it yourself. There is no reason for you to feel guilty or to put blame on yourself for something you had no control over. One way to help get over any of these feelings is to join Aniridia Foundation International, where you can meet many other parents and people with aniridia. From meeting and speaking with them, you can get the support you need. . On AFI’s members’ area website, I asked parents, “What questions did you have when your child was diagnosed?” One mother responded, “Mainly I wish someone had told us that he would be able to see at least a little bit and that the disastrous picture that was painted for us at the start was not actually representative of what he would turn out to be.”
