How Can We Help?
C. R. Cooper, C. T. Garcia Coll, W. T. Bartko, H. Davis, & C. Chatman (Eds.) (2005). Developmental Pathwys Through Middle Childhood: Rethinking Contexts and Diversity as Resources. Mawah, NJ: Lawrence Earlbaum Associates.
What diversity/subjectivity topics are they discussing?
Family education involvement; Gender; everyday experiences at school and home; child-care instability; immigration; ethnicity; race
Your summary or comments on the article
14 essays each emphasizing the positive and negative aspects of diversity in the lives of elementary school age children. Some innovative perspectives, for example, in a chapter, “Unpacking School Lunchtime: Structure, Practice, and the Negotiation of Differences.”
When can contexts and diversity be resources, rather than risks, for children’s developmental pathways? Scholars, policy makers, and practitioners increasingly realize that middle childhood matters as a time when children’s pathways diverge, as they meet new and overlapping contexts they must navigate on their way to adolescence and adulthood. This volume shines new light on this important transition by tracing how these contexts — cultural, economic, historical, political, and social — can support or undermine children’s pathways, and how children’s own actions and the actions of those around them shape these pathways. With a focus on demographic changes taking place in the U.S., the volume also maps how experiences of diversity, reflecting culture, ethnicity, gender, and social class, matter for children’s life contexts and options.
Chapters by a team of social scientists in the MacArthur Foundation Research Network on Successful Pathways through Middle Childhood present the fruits of ten years of research on these issues with diverse cultural and ethnic communities across the U.S. These include:
*a set of models and measures that trace how contexts and diversity evolve and interact over time, with an epilogue that aligns and compares them;
*surprising new findings, quantitative and qualitative, with cases showing how children and families shape and are affected by their individual, recreational, institutional, and cultural experiences; and
*applications to policy and practice for diverse children and families.
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