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New Directions for Child and Adolescent Development

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https://www.readbyqxmd.com/read/29978937/integrating-the-neurobiology-of-minority-stress-with-an-intersectionality-framework-for-lgbtq-latinx-populations
#1
REVIEW
Luis A Parra, Paul D Hastings
The comprehensive lived experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals of color remain invisible in neurobiological studies of LGBTQ populations. Models of minority stress posit that LGBTQ and Latinx individuals experience and internalize sexual, ethnic, racial, and gender discrimination, which may adversely impact mental and physical health. However, the current minority stress models predominantly focus on single categorical social identities and do not account for interlocking systems and processes of oppression based on features of sexuality, race, ethnicity, sex, and gender, as explained by an intersectionality framework in feminist theory...
July 6, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29972624/intersectional-ecologies-positioning-intersectionality-in-settings-level-research
#2
REVIEW
Amanda L Roy
Developmental science has recognized the import of ecological theory and research in furthering understanding of development in context. However, despite the fact that ecological and intersectional theory share points of commonality, few researchers to date have attempted to integrate these perspectives. This manuscript addresses this gap and highlights three ways that an intersectional lens can advance settings-level research. With a focus on neighborhoods as settings of development, we (1) describe how intersectionality may manifest itself within neighborhoods, (2) discuss how intersectionality can inform our understanding of how individuals experience neighborhoods, and (3) detail strategies for conceptualizing and measuring intersectionality in neighborhood research...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29972621/interrogating-the-intersections-how-intersectional-perspectives-can-inform-developmental-scholarship-on-critical-consciousness
#3
REVIEW
Erin B Godfrey, Esther Burson
Developmental psychologists widely recognize that the social structures and inequities of American society influence youth development. A burgeoning body of research also considers how youth marginalized by society critically evaluate societal inequities and take action to change them (critical consciousness, Freire [Education for critical consciousness (Vol. 1). Bloomsbury Publishing.]), suggesting that marginalized youth who are more critically conscious experience improved mental health and better educational and occupational outcomes and are more engaged in traditional forms of civic behavior...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29969194/phenomenology-and-intersectionality-using-pvest-as-a-frame-for-adolescent-identity-formation-amid-intersecting-ecological-systems-of-inequality
#4
REVIEW
Gabriel Velez, Margaret Beale Spencer
Beginning with Erikson, identity formation has often been framed as a salient developmental challenge for adolescents. Recent theoretical advances situate this identity formation as a central life course process involving ecological and social context associated with diverse experiences and characteristics. Some scholars have employed intersectionality as a call to study experiences of individuals who belong to multiple marginalized groups. In this article, we argue that developmental research would be served by a return to Crenshaw's formulation of intersectionality-that is, that marginalization involves systematic inequality and interlocking systems of oppression-as integrated with Spencer's phenomenological variant of ecological systems theory (PVEST)...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29969185/promises-and-pitfalls-in-the-integration-of-intersectionality-with-development-science
#5
Moin Syed, Alex A Ajayi
In this commentary, we use the manuscripts in this volume as source material from which to highlight what we view as critical issues in integrating intersectionality with developmental science. In reading and meditating on the manuscripts, we abstracted two key themes that were evident, to some extent, in all of the manuscripts: (1) the disciplinary use of intersectionality as a theory and (2) the nature of development for an intersectional developmental science. These two themes reflect the current state of the integration of intersectionality with developmental science, in that they represent both areas of strength and success, but also areas of challenge and weakness...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29969181/infusing-the-study-of-social-responsibilities-with-an-intersectional-approach
#6
Dalal Katsiaficas
Social responsibilities are a central component of adolescents' and young adults' development, particularly for those from immigrant backgrounds. Social responsibility-a sense of responsibility and duty that extends beyond the self (Wray-Lake & Syvertsen, 2011) includes both family obligations (Fuligni, 2001; 2007) and community engagement (Jensen, 2008; Lerner et al., 2002). What is often missing, however, are the ways in which social identities and social inequality shape young adult's development of social responsibilities...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29969178/integrating-an-intersectionality-lens-in-theory-and-research-in-developmental-science
#7
REVIEW
Carlos E Santos, Russell B Toomey
This article discusses key issues in the integration of an intersectionality lens in the developmental sciences and introduces a peer-reviewed thematic journal issue on this topic. We begin by briefly situating the importance of an intersectionality lens within the changing demographics and sociopolitical history in the United States, and within developmental science as a field. We provide a brief overview of recommendations on responsible use of intersectionality in developmental science. We then introduce contributions contained within this volume, and how each contributor grappled with the following question: How can an intersectionality perspective inform the developmental phenomena of interest and particular developmental theories you draw upon in your area of research? We end by noting that these contributions offer a collection of manuscripts that aim to increase dialogue among developmental scientists on ways to productively integrate an intersectionality lens in developmental science...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29969171/deferential-trespassing-looking-through-and-at-an-intersectional-lens
#8
Jens F Beckmann
In this article, I comment on the prospect of integrating an intersectionality perspective into the developmental sciences. I do this by sharing impressions, insights, and questions that have emerged whilst attempting to look at and to look through an intersectionality lens. My comments focus on three main topics. First, I speculate what forms such an integration could take and argue that an integration that productively contributes to shaping developmental science into a transdisciplinary field is likely to change intersectionality research itself...
July 3, 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29635822/the-ability-to-deal-with-difference-turkish-dutch-professionals-as-go-betweens-in-the-education-sector
#9
Ismintha Waldring, Maurice Crul, Halleh Ghorashi
Based on sixteen semi-structured interviews, this article examines how second-generation Turkish-Dutch education professionals experience their professional position in the ethnically homogeneous upper echelons of the Dutch education sector. The analysis shows that second-generation education professionals, being newcomers to higher-level positions in the sector, have to engage with diverse cultural repertoires at work. Instead of being stuck in-between these repertoires, second-generation education professionals actively "go-between" repertoires, employing their ability to deal with difference...
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633549/-dropping-out-is-not-an-option-how-educationally-resilient-first-generation-students-see-the-future
#10
Margarita Azmitia, Grace Sumabat-Estrada, Yeram Cheong, Rebecca Covarrubias
First-generation college students (FGCS) often have different cultural values, practices, and goals from those of students from college-going families. As they navigate college, FGCS coordinate these values, practices, and goals with those of their families, noncollege-going friends, and communities. We draw on longitudinal and cross-sectional studies of FGCS attending a public university in California to address three research questions: (1) What challenges do FGCS face in their transition to and through college?; (2) What resources do they use to surmount these challenges?; and (3) What is the association between FGCS' resources and challenges and their academic persistence and career goals? Results showed that FGCS who surmounted challenges and persisted toward graduation had emotional support from family and friends from home; developed supportive relationships with university peers, staff, and faculty; and believed that college would allow them to attain their future life and career goals...
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633538/capital-alienation-and-challenge-how-u-s-mexican-immigrant-students-build-pathways-to-college-and-career-identities
#11
REVIEW
Catherine R Cooper, Elizabeth Domínguez, Robert G Cooper, Ashleigh Higgins, Alex Lipka
This article considers how the global "academic pipeline problem" constrains immigrant, low-income, and ethnic minority students' pathways to higher education, and how some students build pathways to college and career identities. After aligning theories of social capital, alienation/belonging, and challenge and their integration in Bridging Multiple Worlds Theory, we summarize six longitudinal studies based on this theory from a 23-year university-community partnership serving low-income, primarily U...
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633525/what-develops-in-cultural-transitions-in-identities-future-orientation-and-school-and-career-pathways
#12
Robert G Cooper
No abstract text is available yet for this article.
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633490/culture-identity-belonging-and-school-success
#13
Maurice Crul
No abstract text is available yet for this article.
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633487/introduction-navigating-pathways-in-multicultural-nations-identities-future-orientation-schooling-and-careers
#14
Catherine R Cooper, Rachel Seginer
No abstract text is available yet for this article.
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633485/identity-development-and-future-orientation-in-immigrant-adolescents-and-young-adults-a-narrative-view-of-cultural-transitions-from-ethiopia-to-israel
#15
Hanoch Flum, Tamara Buzukashvili
This paper examines a major aspect of identity development in the context of cultural transition. Following Eriksonian psychosocial and sociocultural perspectives, it investigates self-continuity and identity integration in light of inherent discontinuity among young immigrants. More specifically, this examination draws on three distinct narrative studies, within the framework of Dynamic Narrative Approach, with first- and second-generation adolescents and young adult Ethiopian immigrants to Israel. Their negotiations of identity, with a focus on their narrative construction of past, present, and future across life domains (education, career, military service, family), are illustrated in this article in a variety of developmental paths...
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633479/future-orientation-in-cultural-transition-acculturation-strategies-of-youth-from-three-minority-groups-in-israel
#16
Rachel Seginer, Sami Mahajna
Using adolescents' narratives and survey data presented in earlier studies, we draw upon Berry's model of four acculturation strategies () to examine adolescents' narratives regarding the future orientation domains of education-and-career and marriage-and-family (Seginer, ) by three groups of nonimmigrant minority adolescents in Israel: Muslim, Druze, and ultra-Orthodox Jewish. The narratives of adolescents from the three communities studied here illustrate modified assimilation for education-and-career and separation for marriage-and-family, indicating both cultural transition and continuity...
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29633478/-ausl%C3%A3-nder-foreigners-migrants-or-new-germans-identity-building-processes-and-school-socialization-among-adolescents-from-immigrant-backgrounds-in-germany
#17
Jens Schneider
In public discourse in Germany, identity is widely constructed along the juxtaposition of two categories: "German"-defined primordially in ethnic terms-and "migrant" or "of migration background." But most urban schools today consist of a majority of children with such "non-German" backgrounds, while "ethnic German" children have become one minority among many others. Drawing from research on German identity, social mobility careers from among second-generation Turkey-originating families-including retrospective accounts of their school experiences in the 1960s to 2000s-and a very recent project on urban diversity, this article compares experiences of native-born adolescents and adults from immigrant families in relation to representations of Germanness...
June 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29537185/a-conceptual-model-for-youth-led-programs-as-a-promising-approach-to-early-childhood-care-and-education
#18
REVIEW
Liliana Angelica Ponguta, Muneera Abdul Rasheed, Chin Regina Reyes, Aisha Khizar Yousafzai
The international community has set forth global targets that include calls for universal access to high-quality early childhood care and education (ECCE), as indicated in the United Nations' Sustainable Development Goals. One major impediment to achieving this target is the lack of a skilled workforce. In this paper, we argue the case for leveraging youth as an untapped resource for supplying the workforce the ECCE system needs. Youth comprise a large proportion of the global population, and historically, although youth experience higher unemployment rates than their adult counterparts, youth are important agents of social awareness, social transformation, and community mobilization in multiple global contexts...
March 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29537184/steps-toward-peace-and-violence-prevention-across-generations-the-potential-of-early-child-development-in-the-context-of-the-2030-sustainable-development-goals
#19
James F Leckman, Pia Rebello Britto
This special issue of New Directions in Child and Adolescent Development features four review articles from authoritative leaders in the field. These articles highlight how far our field has come over the past five decades, as well as how much further effort is needed to refine, adapt, and implement - in a sustainable fashion - responsive parenting and nurturing care programs of proven value across the globe.
March 2018: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/29537183/integrating-early-child-development-and-violence-prevention-programs-a-systematic-review
#20
REVIEW
Yvette Efevbera, Dana C McCoy, Alice J Wuermli, Theresa S Betancourt
Limited evidence describes promoting development and reducing violence in low- and middle-income countries (LMICs), a missed opportunity to protect children and promote development and human capital. This study presents a systematic literature review of integrated early childhood development plus violence prevention (ECD+VP) interventions in LMICs. The search yielded 5,244 unique records, of which N = 6 studies met inclusion criteria. Interventions were in Chile, Jamaica, Lebanon, Mexico, Mozambique, and Turkey...
March 2018: New Directions for Child and Adolescent Development
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