Child Development 145 (01; 66-69) - Hembree
Controversial Issues in Child Development
Spring, 2012 

 

Required Readings and Additional References

Revised 3/20/12

Parenting and Discipline

Required Reading

Boutwell, B. B., Franklin, C. A., Barnes, J. C., & Beaver, K. M. (2011). Physical punishment and childhood aggression: The role of gender and gene-environment interplay. Aggressive Behavior, 37(6), 559-568.

Fritz, G.K. (2008). Should spanking a child be unlawful? Brown University Child and Adolescent Behavior
             Letter, 24(11), 8.

Hicks-Pass, S. (2009). Corporal punishment in America today: Spare the rod, spoil the child? A

systematic review of the literature. Best Practices in Mental Health: An International Journal, 5

 

(2), 71-88.

Thompson Gershoff, E. (2002). Corporal punishment, physical abuse, and the burden of proof: Reply to Baumrind, Larzelere, and Cowan (2002), Holden (2002), and Parke (2002). Psychological Bulletin, 128(4), 602.  

Additional References

Berlin, L.J., Ispa, J.M., Fine, M.A., Malone, P.S., Brooks-Gunn, J., Brady-Smith, C., Ayoub, C., & Bai, Y.

(2009). Correlates and consequences of spanking and verbal punishment for low-income White, African American, and Mexican American toddlers. Child Development, 80(5), 1403-1420.

Diller, L. (2008). The truth about spanking. National Review, 60(7), 42-44.

Eamon, M. (2001). Antecedents and socioemotional consequences of physical punishment on children in two-parent families. Child Abuse & Neglect, 25(6), 787-802.

Henderson, S. (2008). To spank or not to spank. Ebony, 63(3), 140-142.

Larzelere, R.E. & Kuhn, B.R. (2005). Comparing child outcomes of physical punishment and alternative

disciplinary tactics: A meta-analysis. Clinical Child and Family Psychology Review, 8(1), 1-37.

Regalado, M., Sareen, H., Inkelas, M., Wissow, L.S., & Halfon, N. (2004). Parents’ discipline of young

children: Results from the National Survey of Early Childhood Health. Pediatrics, 113, 1952-1958.

Stacks, A.M., Oshio, T., Gerard, J., & Roe, J. (2009). The moderating effect of parental warmth on the

association between spanking and child aggression: A longitudinal approach. Infant and Child Development, 18(2), 178-194.

Strauss, M.A. & Paschall, M.J. (2009). Corporal punishment by mothers and development of children’s

cognitive ability: A longitudinal study of two nationally representative age cohorts. Journal of Aggression, Maltreatment and Trauma, 18(5), 459-483.

 

Child Care

Required Reading

Adi-Japha, E. & Klein, P.S. (2009). Relations between parenting quality and cognitive performance of

             children experiencing varying amounts of childcare. Child Development, 80(3), 893-906.

Jacob J. I. (2009). The socio-emotional effects of non-maternal childcare on children in the USA: A critical

review of recent studies. Early Child Development and Care, 179(5), 559-570.

NICHD Early Child Care Research Network. (2003). Families matter—even for kids in child care.

Journal of Developmental and Behavioral Pediatrics, 24, 58-62.

Additional References

Belsky, J. (2009). Classroom composition, childcare history and social development: Are childcare effects

disappearing or spreading? Social Development, 18(1), 230-238.

Hansen, K. & Hawkes, D. (2009). Early childcare and child development. Journal of Social Policy, 38(2),

             211-239.

Linting, M. & vanIJzendoorn, M.H. (2009). Dissipating or diffusing aggression after non-maternal childcare?

Commentary on a novel hypothesis. Social Development, 18(1), 239-246.

Nelson, M. K., & Schutz, R. (2007). Day care differences and the reproduction of social class. Journal of

Contemporary Ethnography, 36(3), 281-317.

NICHD Early Child Care Research Network. (2008). Social competence with peers in third grade:

            Associations with earlier peer experiences in childcare. Social Development, 17(3), 419-453.

Owen, M., Klausli, J. F., Mata-Otero, A., & Caughy, M. (2008). Relationship-focused child care practices:

Quality of care and child outcomes for children in poverty. Early Education and Development, 19(2), 302-329.

Pluess, M. & Belsky, J. (2009). Differential susceptibility to rearing experience: The case of childcare.    

             Journal of Child Psychology and Psychiatry, 50(4), 396-404.

Prentice, S. (2009). High stakes: The ‘investable’ child and the economic reframing of childcare. Signs:

Journal of Women in Culture and Society, 34(3), 687-710.

Thompson, R.A. (2009). Making the most of small effects. Social Development, 18(1), 247-251.

Warner, M.E. (2009). (Not) valuing care: A review of recent popular economic reports on preschool in the

            US. Feminist Economics, 15(2), 73-95.

Watamura, S., Phillips, D. A., Morrissey, T. W., McCartney, K., & Bub, K. (2011). Double jeopardy: Poorer

socialemotional outcomes for children in the NICHD SECCYD experiencing home and childcare environments that confer risk. Child Development, 82(1), 48-65.

 

Family Diversity (Diversity in Family Structure/Divorce and Blended families)

Required Readings

Amato, P. R., & Fowler, F. (2002). Parenting practices, child adjustment, and family diversity. Journal

of Marriage and Family, 64(3), 703-716.

Brodzinsky, D. M. (2011). Children's understanding of adoption: Developmental and clinical implications.

Professional Psychology: Research and Practice, 42(2), 200-207

Lansford, J. E. (2009). Parental divorce and children's adjustment. Perspectives on Psychological

            Science, 4(2), 140-152.

Patterson, C. J. (2009). Children of Lesbian and Gay parents: Psychology, law, and policy. American

Psychologist, 64, 727-736.

Additional References

Amato, P. R., & Dorius, C. (2010). Fathers, children, and divorce. In M. E. Lamb, M. E. Lamb (Eds.) , The

            role of the father in child development (5th ed.) (pp. 177-200). Hoboken, NJ US: John Wiley & Sons

             Inc.

Bos, H., & Gartrell, N. (2010). Adolescents of the USA National Longitudinal Lesbian Family Study: Can

family characteristics counteract the negative effects of stigmatization?. Family Process, 49(4), 559-572.

Bos, H., & Sandfort, T. M. (2010). Children’s gender identity in lesbian and heterosexual two-parent

             families. Sex Roles, 62(1-2), 114-126.

Bos, H. W., van Balen, F., & van den Boom, D. C. (2007). Child adjustment and parenting in planned

            lesbian-parent families. American Journal of Orthopsychiatry, 77(1), 38-48.

Cartwright, C. (2008). Resident parent-child relationships in stepfamilies. In J. Pryor, J. Pryor (Eds.) , The

international handbook of stepfamilies: Policy and practice in legal, research, and clinical environments (pp. 208-230). Hoboken, NJ US: John Wiley & Sons Inc.

Cashmore, J., Parkinson, P., & Taylor, A. (2008). Overnight stays and children's relationships with

            resident and nonresident parents after divorce. Journal of Family Issues, 29(6), 707-733.

Dunn, J. (2002). The adjustment of children in stepfamilies: Lessons from community studies. Child and

Adolescent Mental Health, 7(4), 154-161.

Finley, G. E., & Schwartz, S. J. (2010). The divided world of the child: Divorce and long-term psychosocial

adjustment. Family Court Review, 48(3), 516-527.

Freedman, L. (2008). Accepting the unacceptable: Religious parents and adult gay and lesbian children.

Families in Society, 89(2), 237-244.

Gartrell, N. & Bos, H. (2010). US National Longitudinal Lesbian Family Study: Psychological adjustment of

17-year-old Adolescents Pediatrics,126, 28-37.

Ge, X., Natsuaki, M. N., Martin, D. M., Leve, L. D., Neiderhiser, J. M., Shaw, D. S., & ... Reiss, D. (2008).

Bridging the divide: Openness in adoption and postadoption psychosocial adjustment among birth and adoptive parents. Journal of Family Psychology, 22(4), 529-540

Guttmann, J., Lazar, A., & Karni, M. (2008). Teachers' and school children's stereotypic perception of the

            child of divorce: 20 years later. Journal of Divorce & Remarriage, 49(1-2), 131-141.

Hicks, S. (2005). Is Gay parenting bad for kids? Responding to the 'very idea of difference' in research on

Lesbian and Gay parents. Sexualities, 8(2), 153-168.

Högnäs, R. S., & Carlson, M. J. (2010). Intergenerational relationships and union stability in fragile families.

Journal of Marriage and Family, 72(5), 1220-1233.

Kagitcibasi, C., Ataca, B., & Diri, A. (2010). Intergenerational relationships in the family: Ethnic,

socioeconomic, and country variations in Germany, Israel, Palestine, and Turkey. Journal of Cross-Cultural Psychology, 41(5-6), 652-670.

Myers-Walls, J. A. (2000). Family diversity and family life education. In D. H. Demo, K. R. Allen, M. A. Fine,

D. H. Demo, K. R. Allen, M. A. Fine (Eds.) , Handbook of family diversity (pp. 359-379). New York, NY US: Oxford University Press.

Neil, E. (2009). Post-adoption contact and openness in adoptive parents’ minds: Consequences for

            children’s development. British Journal of Social Work, 39(1), 5-23.

Patterson, C. J. (2006). Children of Lesbian and Gay parents. Current Directions in Psychological

            Science, 15(5), 241-244.

Pryor, J. (2008). Children in stepfamilies: Children's relationships with nonresident parents. In J. Pryor, J.

            Pryor (Eds.) , The international handbook of stepfamilies: Policy and practice in legal, research,

            and clinical environments (pp. 345-368). Hoboken, NJ US: John Wiley & Sons Inc.

Rimalower, L., & Caty, C. (2009). The mamas and the papas: The invisible diversity of families with same-

            sex parents in the United States. Sex Education, 9(1), 17-32.

Shiller, V. M. (2007). Science and advocacy issues in research on children of Gay and Lesbian parents.

American Psychologist, 62(7), 712-713.

Telingator, C. J., & Patterson, C. (2008). Children and adolescents of lesbian and gay parents. Journal of

             the  American Academy of Child & Adolescent Psychiatry, 47(12), 1364-1368.

Tigervall, C., & Hübinette, T. (2010). Adoption with complications: Conversations with adoptees and

            adoptive parents on everyday racism and ethnic identity. International Social Work, 53(4), 489-509.

van der Valk, I., Spruijt, E., de Goede, M., Larsen, H., & Meeus, W. (2008). Family traditionalism and family

structure: Attitudes and intergenerational transmission of parents and adolescents. European Psychologist, 13(2), 83-95.

van den Dries, L.,  Juffer, F., van IJzendoorn, M.H., & Bakermans-Kranenburg , M.J. (2009). Fostering

security? A meta-analysis of attachment in adopted children. Children and Youth Services Review, 31, 410–421.

Vélez, C. E., Wolchik, S. A., Tein, J., & Sandler, I. (2011). Protecting children from the consequences of

divorce: A longitudinal study of the effects of parenting on children’s coping processes. Child Development, 82(1), 244-257.

Wright, K. (2009). 'Adoption success': The reality of adoptive placements today. Practice: Social Work in

Action, 21(2), 119-7365.

Zhang, Y., & Lee, G. R. (2011). Intercountry versus transracial adoption: Analysis of adoptive parents’

motivations and preferences in adoption. Journal of Family Issues, 32(1), 75-98.

Zimmerman, J., Hess, A. K., McGarrah, N. A., Benjamin, G. H., Ally, G. A., Gollan, J. K., & Kaser-Boyd, N.

(2009). Ethical and professional considerations in divorce and child custody cases. Professional Psychology: Research and Practice, 40(6), 539-549.

 

Gender and Equity

Required Reading:

Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annual Review

of Sociology, 34, 319-337.

Chesley, N. (2011).  Stay-at-home fathers and breadwinning mothers: Gender, couple dynamics, and

            social change.  Gender & Society, 25(5), 642-664.

Mead, S. (2006). The evidence suggests otherwise: The truth about boys and girls. Education Sector,

             http://www.educationsector.org/publications/truth-about-boys-and-girls

Additional References

Baenninger, M.A. & Newcombe, N. (1995). Environmental input to the development of sex-related

            differences in spatial and mathematical ability. Learning and Individual Differences, 7(4), 363-379.

Ceci, S.J., Williams, W.M., & Barnett, S. (2009). Women’s underrepresentation in science: Sociocultural

            and biological considerations. Psychological Bulletin, 135(2), 218-261.

Halpern, D.F., Benbow, C.P., Geary, D.C., Gur, R.C., Hyde, J.S., & Gernsbacher, M.A. (2007). The

            science of sex differences in science and mathematics. Psychological Science in the Public

             Interest, 8(1), 1-52.

Heyman, G.D. (2008). Talking about success: Implications for achievement motivation. Journal of Applied

Developmental Psychology, 29, 361-370.

Hook, J. L. (2010). Gender inequality in the welfare state: Sex segregation in housework, 1965-2003.

            American Journal of Sociology, 115(5), 1480-1523.

Pollina, A. (1995). Gender balance: Lessons from girls in science and mathematics. Educational

             Leadership, 53(1), 30-34.

Streitmatter, J. (1997). An exploratory study of risk-taking and attitudes in a girls-only middle school math

class. The Elementary School Journal, 97(5), 15-26.

Zimmerman, T., & Aberle, J. (2002). Parenting for the next gender-a-tion: Integrating diversity

in the raising of children: Celebrating not exaggerating our differences. Journal of Feminist Family Therapy, 14(3-4), 1-12.

 

Early Childhood Education and School Readiness

Required Readings

Barnett, S. (2005). Preschool education: A concept whose time has come. Principal, 85(1), 14-16.

Bowman, B. (2009). Early learning more accepted. Phi Delta Kappan, 91(1), 19.

Graue, E. (2006). The answer is readiness - What is the question? Early Education and Development,            17(1), 43-56.

Umek, M. L., Kranjc, S., Fekonja, U., & Bajc, K. (2008). The effect of preschool on children's school

readiness. Early Child Development and Care, 178(6), 569-588.

 

 Additional References

Ang, L. (2010). Critical perspectives on cultural diversity in early childhood: Building an inclusive curriculum

and provision. Early Years An International Journal of Research and Development, 30(1), 41-52.

Aiona, S. (2005). Assessing school readiness. Educational Perspectives, 38(1), 47-50.

Barnett, S. (2005). Preschool education: A concept whose time has come. Principal, 85(1), 14-16.

Bowyer-Crane, C., Snowling, M.J., Duff, F.J., Carroll, J.M., Miles, J., Gotz, K., & Hulme, C. (2008).

            Improving early language and literacy skills: Differential effects of an oral language versus a

             phonology with reading intervention. The Journal of Child Psychology and Psychiatry and Allied

             Disciplines, 49(4), 422-432.

Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., & ... Barbarin, O. A. (2010)

              Children's classroom engagement and school readiness gains in prekindergarten. Child

               Development, 81(5), 1534-1549.

Christie, K. (2001). Lagging literacy. Phi Delta Kappan, 82(10), 729-832.

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how

            do we assess it? Early Education and Development, 17(1), 57-89.

Forget-Dubois, N., Dionne, G., Lemelin, J., Perusse, D., Tremblay, R. E., & Boivin, M. (2009). Early child

language mediates the relation between home environment and school readiness. Child Development, 80(3), 736-749.

Han, H.S., & Thomas, M.S. (2010). No child misunderstood: Enhancing early childhood teachers’

multicultural responsiveness to the social competence of diverse children early childhood. Education Journal, 37, 469–476.

Jeynes, W.H. & Littell, S.W. (2000). A meta-analysis of studies examining the effect of whole language

instruction on the literacy of low-SES students. The Elementary School Journal, 101(1), 21-33.

Krashen, S. (2002). Whole language and the great plummet of 1987-92. Phi Delta Kappan, 83(10), 748.

Ladd, G. W., Herald, S. L., & Kochel, K. P. (2006). School readiness: Are there social prerequisites? Early

Education and Development, 17(1), 115-150.

Lyon, G.R. (1998). Why reading is not a natural process. Educational Leadership, 55(6), 14-19.

Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and

Development, 17(1), 151-176.

Mills, K. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal

            of language and Literacy, 28(1), 67-82.

Perlman, M., Kankesan, T., & Zhang, J. (2010). Promoting diversity in early child care education. Early

            Child Development and Care, 180(6), 753-766.

Strauss, S.L. & Altwerger, B. (2007). The logographic nature of English alphabetic and the fallacy of direct

intensive phonics instruction. Journal of Early Childhood Literacy, 7(3), 299-319.

Whitehurst, G.J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.

Winter, S.M. (2008). A comprehensive view of school readiness. Childhood Education, 85, 106.

Zemmelman, S., Daniels, H. & Bizar, M. (1999). Sixty years of reading research – but who’s listening?

             Phi Delta Kappan, 80(7), 513-518.

 

High Stakes Testing

Required Readings

Amrein, A. & Berliner, D.C. (2003). The effects of high-stakes testing on student motivation and learning.

Educational Leadership, 60(5), 32-39.

Duffy, M., Giordano, V. A., Farrell, J. B., Paneque, O. M., & Crump, G. B. (2008). No child left behind:

Values and research issues in high-stakes assessments. Counseling and Values, 53(1), 53-66.

Eisner, E.W. (2001). What does it mean to say a school is doing well? Phi Delta Kappan, 82(5), 367-373.

Porter, A. C., & Polikoff, M.S. (2007). NCLB: State interpretations, early effects, and suggestions for

reauthorization.  SRCD Social Policy Report, 21(4).

Additional References

Fusarelli, L. D. (2004). The potential impact of the No Child Left Behind Act on equity and diversity in

American education. Educational Policy, 18(1), 71-94.

Gandal, M. & McGiffert, L. (2003). The power of testing. Educational Leadership, 60(5), 39-43.

Hess, F. M. (2006). Accountability without angst? Public opinion and No Child Left Behind. Harvard

Educational Review, 76(4), 587-610.

Knowles, R. & Knowles, T. (2001). Accountability for what? Phi Delta Kappan, 82(5), 390-393.

Kohn, A. (2001). Fighting the tests. Phi Delta Kappan, 82(5), 348-358.

McCarthey, S. J. (2008). The impact of No Child Left Behind on teachers' writing instruction. Written

Communication, 25(4), 462-505.

Muñoz, M. A., Potter, A. P., & Ross, S. M. (2008). Supplemental educational services as a consequence of

            the NCLB legislation: Evaluating its impact on student achievement in a large urban district. Journal

            of Education for Students Placed at Risk, 13(1), 1-25.

Neill, M. (2003). The dangers of testing. Educational Leadership, 60(5), 43-47.

Sheldon, K.M. & Biddle, B.J. (1998). Standards, accountability, and school reform: Perils and pitfalls.

            Teachers College Record, 100(1), 164-180.

Thurlow, M.L. & Johnson, D.R. (2000). High-stakes testing of students with disabilities. Journal of Teacher

Education, 51(4), 305-314.

Villani, C. (2005). A thoughtful examination of No Child Left Behind. The School Community Journal, 15(2),

135-137.

Wesson, K.A. (2001). The Volvo effect’ – Questioning standardized tests. Young Children, 57, 1.

 

Special Education and Inclusion/ Bilingual Education

Required Reading

Blanchett, W.J., Klingner, J. K., & Harry, B. (2009). The intersection of race, culture, language, and

            disability: Implications for Urban education. Urban Education, 44, 389-409.

Duran, L. K., Roseth, C. J., & Hoffman, P. (2010). An experimental study comparing English-only and

transitional bilingual education on Spanish-speaking preschoolers' early literacy development. Early Childhood Research Quarterly, 25(2), 207-217.

Hadi-Tabassum, S. (2005). The balancing act of bilingual immersion. Educational Leadership, 62(4), 50-

             55.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming.

British Journal of Educational Psychology, 77, 1-24.

Additional References

Abedi, J. & Gandara, P. (2006). Performance of English language learners as a subgroup in large-scale

assessment. Educational Measurement: Issues and Practice, 25(4), 36-46.

Artiles, A.J. (2003). Special education’s changing identity: Paradoxes and dilemmas in views of culture

            and space. Harvard Educational Review, 73(2), 164-166.

Bielenberg, B. & Fillmore, L.W. (2005). The English they need for the test. Educational Leadership, 62(4),

            45-49.

Conger, D. (2010). Does bilingual education interfere with English-language acquisition? Social Science

Quarterly, 91(4), 1103-1122.

Coppola, J. (2005). English language learners: Language and literacy development during the preschool

             years. The New England Reading Association Journal, 41(2), 18-23.

Crawford, J. (1999). Does bilingual ed. work? Rethinking Schools, 13(2), 5-9.

Gandara, P. & Rumberger, R.W. (2009). Immigration, language, and education: How does language policy

structure opportunity? Teachers College Record, 111(3), 750-782.

Gerber, M.M. (2000). An appreciation of learning disabilities: The value of blue-green algae. Exceptionality,

8(1), 29-42.

Holstein, A. (1999). Politics of language: The California bilingual education initiative. Ethnic Studies Review,

22(1),

Hockenbury, J.C., Kauffman, J.M., & Hallahan, D.P. (2000). What is right about Special Education.

Exceptionality, 8(1), 3-11.

Kalambouka, A., Farrell, P., Dyson, A., & Kaplan, I. (2007). The impact of placing pupils with special

educational needs in mainstream schools on the achievement of their peers. Educational Research, 49(4), 365-382.

Koyama, J. P., & Bartlett, L. (2011). Bilingual education policy as political spectacle: Educating Latino

immigrant youth in New York City. International Journal of Bilingual Education and Bilingualism, 14(2), 171-185.

Mills, J. (2001). Being bilingual: Perspectives of third generation Asian children on language, culture and

identity. International Journal of Bilingual Education and Bilingualism, 4(6), 383-402.

Lipsky, D.K. & Gartner, A. (1998). Taking inclusion into the future. Educational Leadership, 56 (2), 78-82.

Petriwskyj, A. A. (2010). Diversity and inclusion in the early years. International Journal of Inclusive

Education, 14(2), 195-212.

Rassool, N. (2004). Sustaining linguistic diversity within the global cultural economy: Issues of language

            rights and linguistic possibilities. Comparative Education, 40(2), 199-214.

Reid, D. K., & Knight, M.G. (2006). Disability justifies exclusion of minority students: A critical history

grounded in Disability Studies. Educational Researcher, 35 (6), 18-23.

Rossell, C. (2005). Teaching English through English. Educational Leadership, 62(4), 32-36.

Rothstein, R. (1998). Bilingual education: The controversy. Phi Delta Kappan, 79(9), 672-678.

Rumberger, R.W. & Gandara, P. (2004). Seeking equity in the education of California's English learners.

Teachers College Record, 106(10), 2032-2056.

Wetig, S. (2009). Bilingual Education -- Meeting the needs of multilingual learners. Delta Kappa Gamma

Bulletin, 75(4), 29-32.

Wu, J. (2005). A view from the classroom. Educational Leadership, 62(4), 40-44.

Zuriff, G.E. (1996). The myths of learning disabilities: The social construction of a disorder. Public Affairs

Quarterly, 17(2), 39-45.

 

School Bullying and Violence/Adolescent Risk Behavior

Required Reading

Bersamin, M., Todd, M., Fisher, D.A., Hill, D.L., Grube, J.W., & Walker, S. (2008). Parenting practices

and adolescent sexual behavior: A longitudinal study. Journal of Marriage and Family, 70(1),

 

97-112.

Bowllan, N. M. (2011). Implementation and evaluation of a comprehensive, school-wide bullying

prevention program in an urban/suburban middle school. Journal of School Health, 81(4), 167-

 

173.

Jones, T. (2010). “It drives us to do it”: Pregnant adolescents identify drivers for sexual risk-taking.

             Issues in Comprehensive Pediatric Nursing, 33(2), 82-100.

Reese, L. E., Vera, E.M., SImon, T.R., & Ikeda, R.M. (2000). The role of families and care givers as risk

and protective factors in preventing youth violence. Clinical Child and Family Psychology

Review, 3, 61-77.

 

Additional References

Bender, C., &  Emslie, A. (2010). An analysis of family-school collaboration in preventing adolescent

            violence in urban secondary schools. Perspectives in Education, 28(3), 55-69.

Borntrager, C., Davis, J., Bernstein, A., & Gorman, H. (2009). A cross-national perspective on bullying.

            Child and Youth Care Forum, 38(3), 121-134.

Chan, J. H. F. (2009). Where is the imbalance? Journal of School Violence, 8(2), 177-190.

Eliot, M., Cornell, D., Gregory, A., & Fan, X. (2010). Supportive school climate and student willingness to

            seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533-553.

Chen, M-J., Grube, J.W., Bersamin, M., Waiters, E. & Keefe, D.B. (2005). Alcohol advertising: What

            makes it attractive to youth? Journal of Health Communication, 10(6), 553-565.

Elliott, S. (2010). 'If I could really say that and get away with it!' Accountability and ambivalence in American

parents' sexuality lessons in the age of abstinence. Sex Education, 10(3), 239-250.

Fisher, D.A., Hill, D.L., Grube, J.W., Bersamin, M., Walker, S., & Gruber, E.L. (2009). Televised sexual

content and parental mediation: Influences on adolescent sexuality. Media Psychology, 12(2), 121-147.

Goodwin, R. B., Kachkachishvili, I., Nizharadze, G., & Cramer, D. (2010). Psychological predictors of high-

risk sexual behaviour and drug use among adolescents in Georgia. Current HIV Research, 8(3), 207-211.

Hadley, W., Hunter, H. L., Tolou-Shams, M., Lescano, C., Thompson, A., Donenberg, G., & ... Brown, L. K.

(2011). Monitoring challenges: A closer look at parental monitoring, maternal psychopathology, and adolescent sexual risk. Journal of Family Psychology, 25(2), 319-323.

Haselswerdt, M.V. & Lenhardt, A.M.C. (2003). Reframing school violence: Listening to voices of students.

            The Educational Forum, 67(4), 326-336.

Jones, M. C., & Furman, W. (2011). Representations of romantic relationships, romantic experience, and

sexual behavior in adolescence. Personal Relationships, 18(1), 144-164.

Kim, Y., Leventhal, B. L., Koh, Y., Hubbard, A., & Boyce, W. (2006). School bullying and youth violence:

causes or consequences of psychopathologic behavior? Archives of General Psychiatry, 63(9), 1035-1041.

Larkin, R.W. (2009). The Columbine legacy: Rampage shootings as political acts. American Behavioral

Scientist, 52(9), 1309-1326.

Lee, E., & Kim, M. (2004). Exposure to media violence and bullying at school: mediating influences of

            anger and contact with delinquent friends. Psychological Reports, 95(2), 659-672.

Moilanen, K. L., Crockett, L. J., Raffaelli, M., & Jones, B. L. (2010). Trajectories of sexual risk from middle

adolescence to early adulthood. Journal of Research on Adolescence, 20(1), 114-139.

Paschall, M.J. , Bersamin, M., & Flewelling, R.L. (2005). Racial/Ethnic differences in the association

            between college attendance and heavy alcohol use: A national study. Journal of Studies on

           Alcohol, 66(2), 266-274.

Piotrowski, D., & Hoot, J. (2008). Bullying and violence in schools: What teachers should know and do.

Childhood Education, 84(6), 357.

Raskauskas, J. & Stoltz, A.D. (2007). Involvement in traditional and electronic bullying among adolescents.

Developmental Psychology, 43(3), 564-575.

Ravert, R.D., Schwartz, S.J., Zamboanga, B.L., Kim, S.Y., Weisskirch, R.S., & Bersamin, M. (2009).

            Sensation seeking and danger invulnerability: Paths to college student risk-taking. Personality and

            Individual Differences, 47(7), 763-768.

Rodgers, K., & McGuire, J. K. (2009). Poverty as a context for understanding adolescent sexual risk

            taking: Links to parental values. International Journal of Child and Adolescent Health, 2(1), 109-

             115.

Schuster, M.A., Bell, R.M., Berry, S.H., & Kanouse, D.E. (1998). Impact of a High School condom

            availability program on sexual attitudes and behaviors. Family Planning Perspectives, 30(2), 67-72.

Sherer, Y. C., & Nickerson, A. B. (2010). Anti-bullying practices in American schools: Perspectives of

           school psychologists. Psychology in the Schools, 47(3), 217-229.

Song, S. Y., & Stoiber, K. (2008). Children exposed to violence at school: An evidence-based intervention

agenda for the 'real' bullying problem. Journal of Emotional Abuse, 8(1-2), 235-253

Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A

systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56.

Varjas, K., Henrich, C.C., & Meyers, J. (2009). Urban middle school students’ perceptions of bullying,

cyberbullying, and school safety. Journal of School Violence, 8(2), 159-176.

 

Cultural Diversity

Required Reading

Britto, P., & Amer, M. M. (2007). An exploration of cultural identity patterns and the family context among

Arab Muslim young adults in America. Applied Developmental Science, 11(3), 137-150.

Barry, D. T., Bernard, M. J., & Beitel, M. (2009). East Asian child-rearing attitudes: An exploration of

            cultural, demographic and self-disclosure factors among US immigrants. International Journal of

            Psychology, 44(5), 342-350.

Murray, O. (2011). A call for K-12 schools to invest in Social Justice Education. Education Digest, 76(5),

            60-64.

SRCD Policy Report Brief (2011). Reducing Prejudice and Promoting Equity in Childhood  
 

Additional References

Durand, T. M. (2010). Celebrating diversity in early care and education settings: Moving beyond the

            margins.  Early Child Development and Care, 180(7), 835-848.

Elashi, F. B., Mills, C. M., & Grant, M. G. (2010). In-group and out-group attitudes of Muslim children.

            Journal of Applied Developmental Psychology, 31(5), 379-385.

Gordon, V., & Nocon, H. (2008). Reproducing segregation: Parent involvement, diversity, and school

governance. Journal of Latinos and Education, 7(4), 320-339.

Haycock,K. (2001). Closing the achievement gap. Educational Leadership, 58(6), 6-12.

Hill, K. (2009). A historical analysis of desegregation and racism in a racially polarized region: Implications

            for the historical construct, a diversity problem, and transforming teacher education toward

            culturally relevant pedagogy. Urban Education, 44(1), 106-139.

Hoot, J.L., Szecsi, T., & Moosa, S. (2003). What teachers of young children should know about Islam.

            Early Childhood Education Journal, 31 (2), 85-90.

Johnson, O. R. (2010). Assessing neighborhood racial segregation and macroeconomic effects in the

             education of African Americans. Review of Educational Research, 80(4), 527-575.

Kusserow, A.S. (1999). De-homogenizing American individualism: Socializing hard and soft individualism

            in Manhattan and Queens. Ethos, 27 (2), 210-234.

Nieto, S. (1999). What does it mean to affirm diversity? School Administrator, 56(5), 32-34.

Noguera, P. (1999). Confronting the challenge of diversity. School Administrator, 56(5), 16-18.

Rothstein, R. (2004). Class and the classroom: Even the best schools can’t close the race achievement

             gap. American School Board Journal, 191(10),

Ruffins, P. (1998). Segregation is a sign of failure. New Crisis, 104(3), 22-24.

Ryabov, I., & Van Hook, J. (2007). School segregation and academic achievement among Hispanic

             children. Social Science Research, 36(2), 767-788.

Ryan, C. S., Casas, J. F., Kelly-Vance, L., Ryalls, B. O., & Nero, C. (2010). Parent involvement and views

            of school success: The role of parents' Latino and White American cultural orientations.

            Psychology in the Schools, 47(4), 391-405.

Santiago, C., & Wadsworth, M. E. (2011). Family and cultural influences on low-income Latino children's

adjustment. Journal of Clinical Child and Adolescent Psychology, 40(2), 332-337

Schoorman, D., & Bogotch, I. (2010). Moving beyond 'diversity' to 'social justice': the challenge to re-

conceptualize multicultural education. Intercultural Education, 21(1), 79-85.

Smokowski, P. R., Rose, R., & Bacallao, M. L. (2008). Acculturation and Latino family processes: How

            cultural involvement, biculturalism, and acculturation gaps influence family dynamics. Family

            Relations, 57(3), 295-308.

Sturm, S. & Guinier, L. (2001). The future of affirmative action. Boston Review,

Tatum, B.D. (1999). Color blind or color conscious? School Administrator, 56(5), 28-30.

Waites, C. (2009). Building on strengths: Intergenerational practice with African American families.

Social Work, 54(3), 278-287.

Yearwood, E. L. (2006). The 'problem' of cultural diversity. Journal of Child and Adolescent Psychiatric

Nursing, 19(3), 161-162.

 

Child Abuse and the Legal System

Required Reading

Bugental, D., Ellerson, P., Lin, E. K., Rainey, B., Kokotovic, A., & O'Hara, N. (2010). A cognitive

 

              approach to child abuse prevention. Psychology of Violence, 1(S), 84-106.

 

Goodman, G.S. & Melinder, A. (2007). Child witness research and forensic interviews of young children:

               A review. Legal and Criminological Psychology, 12, 1-19.

SRCD Policy Report Brief (2009). Youth in Foster Care: Easing the transition to adulthood

Zeanah, C. H, Shauffer, C., & Dozier, M.(2011). Foster care for young children: Why it must be

              developmentally informed. Journal of the American Academy of Child & Adolescent Psychiatry;

              50 (12), I199-1201,

 

Additional References

Aguilar-Vafaie, M. E., Roshani, M., Hassanabadi, H., & Masoudian, Z. (2011). Risk and protective factors

            for residential foster care adolescents. Children & Youth Services Review, 33(1), 1-15.

Allen, B. S., & Vacca, J. S. (2011). Bring back orphanages—An alternative to foster care?. Children &

            Youth Services Review, 33(7), 1067-1071.

American Psychological Association. (1998). Final conclusions of the American Psychological Association

Working Group on Investigation of memories of Child Abuse. Psychology, Public Policy, and Law, 4(4), 931-940.

Chadwick, D. L. (2006). Ending child abuse. Journal of Aggression, Maltreatment & Trauma, 12(3-4), 159-

161.

Cromer, L., & Goldsmith, R. E. (2010). Child sexual abuse myths: Attitudes, beliefs, and individual

differences. Journal of Child Sexual Abuse: Research, Treatment, & Program Innovations for Victims, Survivors, & Offenders, 19(6), 618-647.

Feng, J., Chen, Y., Fetzer, S., Feng, M. & Lin, C. (2012). Ethical and legal challenges of mandated child

 

              abuse reporters.

Fontes, L., & Plummer, C. (2010). Cultural issues in disclosures of child sexual abuse. Journal of Child

             Sexual Abuse: Research, Treatment, & Program Innovations for Victims, Survivors, & Offenders,

             19(5), 491-518.

Fritz, G. K. (2008). How the foster care system fails our children. Brown University Child & Adolescent

             Behavior Letter, 24(8), 8.

Ghetti, S. & Alexander, K.W. (2004). “If it happened, I would remember it”: Strategic use of event

memorability in the rejection of false autobiographical events. Child Development, 75(2), 542-561.

Goodman, G.S. (2005). Wailing babies in her wake. American Psychologist, 872-881.

Hall, S. R. (2009). Child sexual abuse and the courts. In D. A. Krauss, J. D. Lieberman, D. A. Krauss, J. D.

Lieberman (Eds.) , Psychological expertise in court: Psychology in the courtroom, Vol. 2 (pp. 125-149).

Kaplan, S. J., Skolnik, L., & Turnbull, A. (2009). Enhancing the empowerment of youth in foster care:

             Supportive services. Child Welfare, 88(1), 133-161.

Laurence, A., Kebbell, M., & Penney, L. (2006). Considerations for experts in assessing the credibility of

recovered memories of child sexual abuse: The importance of maintaining a case-specific focus. Psychology, Public Policy, and Law, 12(4), 419-441.

Lloyd, E., & Barth, R. P. (2011). Developmental outcomes after five years for foster children returned

             home, remaining in care, or adopted. Children & Youth Services Review, 33(8), 1383-1391.

London, K., Bruck, M., Ceci, S.J., & Shuman, D.W. (2005). Disclosure of child sexual abuse: What does

            the research tell us about the ways that children tell? Psychology, Public Policy, and Law, 11(1),

            194-226.

Mitchell, M. W. (2010). Child sexual abuse: A school leadership issue. Clearing House, 83(3), 101-104.

Myklebust, T., & Bjørklund, R. A. (2009). The child verbal competence effect in court: a comparative study

            of field investigative interviews of children in child sexual abuse cases. Journal of Investigative

            Psychology & Offender Profiling, 6(2), 117-128.

Nilsen, W. (2007). Fostering Futures: A Preventive Intervention Program for School-age Children in Foster

             Care. Clinical Child Psychology & Psychiatry, 12(1), 45-63. doi:10.1177/1359104507071055

Ornstein, P.A., Ceci, S.J., & Loftus, E.F. (1998). Adult recollections of childhood abuse: Cognitive and

developmental perspectives. Psychology, Public Policy, and Law, 12(4), 1025-1051.

Piper, A., Lillevik, L., & Kritzer, R. (2009). What’s wrong with believing in repression? A review for legal

professionals. Psychology, Public Policy, and Law, 14(3), 223-242.

Scannapieco, M., Connell-Carrick, K., & Painter, K. (2007). In their own words: Challenges facing youth

             aging out of foster care. Child & Adolescent Social Work Journal, 24(5), 423-435.

Weisz, V., Wingrove, T., Beal, S. J., & Faith-Slaker, A. (2011). Children's participation in foster care

             hearings. Child Abuse & Neglect, 35(4), 267-272.

Child Poverty

Required Reading

Drake, B., & Rank, M. R. (2009). The racial divide among American children in poverty: Reassessing the

importance of neighborhood. Children and Youth Services Review, 31(12), 1264-1271.

Huston, A. C. (2011). Children in poverty Can public policy alleviate the consequences?. Family Matters,

              (87), 13-26.

Additional References

Abelev, M. S. (2009). Advancing out of poverty: Social class worldview and its relation to resilience. Journal

            of  Adolescent Research, 24(1), 114-141.

Cooper, C. E. (2010). Family poverty, school-based parental involvement, and policy-focused protective

            factors in kindergarten. Early Childhood Research Quarterly, 25(4), 480-492.

Gofen, A. (2009). Family capital: How first-generation higher education students break the intergenerational

cycle. Family Relations, 58(1), 104-120.

Joo, M. (2011). Effects of federal programs on children: Absolute poverty, relative poverty, and income

inequality. Children and Youth Services Review, 33(7), 1203-1211.

Kiernan, K. E., & Mensah, F. K. (2011). Poverty, family resources and children's early educational

            attainment: The mediating role of parenting. British Educational Research Journal, 37(2), 317-336.

Mandara, J., Varner, F., Greene, N., & Richman, S. (2009). Intergenerational family predictors of the

            Black–White achievement gap. Journal of Educational Psychology, 101(4), 867-878.

Mayer, S. E. (2002). How economic segregation affects children's educational attainment. Social Forces,

            81(1), 153-176.

O'Brien Caughy, M., & O'Campo, P. J. (2006). Neighborhood poverty, social capital, and the cognitive

development of African American preschoolers. American Journal of Community Psychology, 37(1-2), 141-154.

Southwell, P. (2009). The measurement of child poverty in the United States. Journal of Human Behavior 

            in the Social Environment, 19(4), 317-329.

Timberlake, J. M. (2009). Effects of household and neighborhood characteristics on children’s exposure

            to neighborhood poverty and affluence. Social Science Research, 38(2), 458-476.

Wilson, W. (2010). The Obama administration's proposals to address concentrated urban poverty. City &

Community, 9(1), 41-49.

Wadsworth, M. E., Raviv, T., Reinhard, C., Wolff, B., Santiago, C., & Einhorn, L. (2008). An indirect effects

              model of the association between poverty and child functioning: The role of children's poverty-

              related stress. Journal of Loss and Trauma, 13(2-3), 156-185.

Wildeman, C., & Western, B. (2010). Incarceration in fragile families. The Future of Children, 20(2), 157-

              177.

Wilson, W. (2010). Why both social structure and culture matter in a holistic analysis of inner-city poverty.

              Annals of the American Academy of Political and Social Science, 629(1), 200-219.

Ungar, M. (2011) Community resilience for youth and families: Facilitative physical and social capital in

              contexts of adversity . Children and Youth Services Review 33, 1742–1748.

 

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California State University, Sacramento
College of Education
Department of Child Development

Updated: January, 2012

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