By Stacey S Horn, Martin D Ruck, Lynn S Liben
Equity and Justice in improvement technological know-how: Implications for varied children, households, and Communities, a quantity set, specializes in the consequences of fairness and justice (and different proper strategies) for a myriad of developmental contexts/domains correct to the lives of teens and households (e.g. schooling, juvenile justice), additionally together with concepts for making sure these contexts serve the desires of all kids and families.
Both volumes assemble a becoming physique of developmental scholarship that addresses how concerns proper to fairness and justice (or their opposites) impact improvement and developmental results, in addition to scholarship keen on mitigating the developmental results of inequity, inequality, and injustice for teens, households, and groups.
- Contains a wide range of issues on fairness and justice that are mentioned intimately
- Focuses on mitigating the developmental results of inequity, inequality, and injustice for youth, households, and communities
- Includes chapters that spotlight essentially the most contemporary study within the area
- Serves as a useful source for developmental or academic psychology researchers, students, and students
Read or Download Equity and Justice in Developmental Science: Implications for Young People, Families, and Communities PDF
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Extra info for Equity and Justice in Developmental Science: Implications for Young People, Families, and Communities
Finally, studies have found that both identity and socialization enable youth to cope with discrimination. The negative relationships between 16 Diane L. Hughes et al. , 2006). Both cultural socialization and preparation for bias have been found to attenuate these relationships as well (Burt, Simons, & Gibbons, 2012; Wang & Huguley, 2012). Others have found that ethnic–racial socialization, assessed unidimensionally, is associated with reduced distress from discrimination (Leslie, Smith, Hrapczynski, & Riley, 2013) and strategies for coping with discrimination (Scott, 2003).
In Douglass et al. (2015), stories of racial teasing and discrimination were the unit of analysis. The authors coded contextual features such as the relational context of youths’ ethnic–racial experiences Ethnic–Racial Identity, Socialization, and Discrimination 23 (18% involved nonfriends or strangers; 82% involved close peers or friends), whether reference to humor, joking, or teasing was evident (76% of the time), and whether the interaction invoked explicit ethnic–racial stereotypes (present in 55% of situations).
Bolton, N. (2008). A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. 001. , & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety.