Taking sides: clashing views on controversial issues in race and ethnicity
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Guilford, Conn.
McGraw-Hill, Dushkin
2002
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXIV, 376 S. |
| ISBN: | 0072430850 |
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| 245 | 1 | 0 | |a Taking sides |b clashing views on controversial issues in race and ethnicity |c selected, ed., and with introd. by Richard C. Monk |
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| adam_text | Contents In Brief
PART 1 Infancy 1
Issue 1. Is Institutional Child Care Beneficial to Children? 2
Issue 2. Does Maternal Employment Have a Negative Effect on Infant
Development? 24
Issue 3. Should Hospitals Continue Early Discharge Policies for
Newborns? 50
Issue 4. Does Transracial Adoption Harm a Child s Development?
68
PART 2 Early Childhood 93
Issue 5. Is Spanking Detrimental to Children? 94
Issue 6. Are Fathers Really Necessary? 118
Issue 7. Does Divorce Create Long Term Negative Effects for
Children? 146
Issue 8. Is Television Violence Viewing Harmful for Children? 170
PART 3 Middle Childhood 191
Issue 9. Are Boys Better in Math Than Girls? 192
Issue 10. Are Stepfamilies Inherently Problematic for Children? 216
Issue 11. Will School Vouchers Improve Children s Education? 232
Issue 12. Should Bilingual Education Programs Be Abandoned? 252
Issue 13. Will Stricter Dress Codes Improve the Educational
Environment? 276
PART 4 Adolescence 293
Issue 14. Should Children Who Are at Risk for Abuse Remain With
Their Families? 294
Issue 15. Is the Welfare of Disadvantaged Children Improving? 316
Issue 16. Is Abstinence Education the Best Sex Education? 338
Issue 17. Can Memories of Childhood Sexual Abuse Be Recovered?
356
v
Contents
Preface i
Introduction: Children in Society xii
PART 1 INFANCY 1
Issue 1. Is Institutional Child Care Beneficial to Children? 2
YES: Greg Parks, from The High/Scope Perry Preschool Project,
Juvenile Justice Bulletin (October 2000) 4
NO: T. Berry Brazelton and Stanley I. Greenspan, from The Irreducible
Needs of Children: What Every Child Must Have to Grow, Learn, and
Flourish (Perseus Publishing, 2000) 13
Greg Parks, an intern program specialist at the Office of Juvenile Jus¬
tice and Delinquency Prevention, details the results of the Perry Preschool
Project. Parks contends that evaluations of the program show significant
benefits in adulthood for the children who attended the preschool. Pediatri¬
cian T. Berry Brazelton and Stanley I. Greenspan, clinical professor of psy¬
chiatry and pediatrics at George Washington University Medical School,
question the practice by many families of placing their children into the
institutional settings of child care centers.
Issue 2. Does Maternal Employment Have a Negative Effect
on Infant Development? 24
YES: Jay Belsky and David Eggebeen, from Early and Extensive
Maternal Employment and Young Children s Socioemotional
Development: Children of the National Longitudinal Survey of
Youth, Journal of Marriage and the Family (November 1991) 26
NO: K. Alison Clarke Stewart, from A Home Is Not a School: The
Effects of Child Care on Children s Development, Journal of Social
Issues (vol. 47, no. 2, 1991) 37
Jay Belsky and David Eggebeen, both professors in the College of Health
and Human Development at Pennsylvania State University, conclude that
maternal employment during a child s infancy has detrimental effects on its
social and behavioral development. K. Alison Clarke Stewart, a professor
of social ecology, argues that children who attend child care centers are
more socially and intellectually advanced than children who are cared for
in the home by their mother or another caregiver.
Issue 3. Should Hospitals Continue Early Discharge Policies
for Newborns? 50
YES: John R. Britton, Helen L. Britton, and Susan A. Beebe, from Early
Discharge of the Term Newborn: A Continued Dilemma, Pediatrics
(September 1994) 52
vi
CONTENTS Vii
NO: Elizabeth H. Thilo and Susan F. Townsend, from What Are the
Pitfalls of Early Discharge? Contemporary OB/GYN (January 1997)
60
John R. Britton, Helen L. Britton, and Susan A. Beebe, all affiliated with
the Department of Pediatrics at the University of Utah Medical Center in
Salt Lake City, review the available data on the appropriate time to dis¬
charge a newborn and summarize some of the studies that promote early
discharge. Elizabeth H. Thilo, an associate professor of pediatrics, and
Susan F. Townsend, an assistant professor of pediatrics, contend that the
recently recommended 48 hour hospital stay for newborns may still not
be long enough to catch some of the medical problems that infants can
develop.
Issue 4. Does Transracial Adoption Harm a Child s
Development? 68
YES: Leslie Doty Hollingsworth, from Symbolic Interactionism,
African American Families, and the Transracial Adoption
Controversy, Social Work (September 1999) 70
NO: Rudolph Alexander, Jr. and Carla M. Curtis, from A Review of
Empirical Research Involving the Transracial Adoption of African
American Children, Journal of Black Psychology (May 1996) 80
Leslie Doty Hollingsworth, assistant professor at the University of Michi¬
gan, contends that socialization within an African American family is a
unique and distinct experience for children. As a consequence, children
not socialized in these families cannot effectively embrace African Amer¬
ican definitions of self and family. Rudolph Alexander, Jr. and Carla M.
Curtis, both professors at Ohio State University, offer research maintaining
that African American children are not psychologically harmed by transra¬
cial adoptions.
PART 2 EARLY CHILDHOOD 93
Issue 5. Is Spanking Detrimental to Children? 94
YES: Murray A. Straus, from Spanking and the Making of a Violent
Society, Pediatrics (October 1996) 96
NO: Robert E. Larzelere, from A Review of the Outcomes of Parental
Use of Nonabusive or Customary Physical Punishment, Pediatrics
(October 1996) 108
Murray A. Straus, codirector of the Family Research Laboratory at the
University of New Hampshire, argues that spanking with any frequency
teaches children aggressiveness and is associated with subsequent vi¬
olent behavior. Robert E. Larzelere, director of Residential Research at
Boys Town, Nebraska, agrees that no professional believes that abusive
physical punishment of children is acceptable but contends that spankings,
or nonabusive physical punishment, which have been used by parents for
years, should not be considered detrimental to children.
Issue 6. Are Fathers Really Necessary? 118
Viii CONTENTS
YES: W. J. Doherty, Edward F. Kouneski, and Martha F. Erickson, from
Responsible Fathering: An Overview and Conceptual Framework,
Journal of Marriage and the Family (May 1998) 120
NO: Alexis J. Walker and Lori A. McGraw, from Who Is Responsible for
Responsible Fathering? Journal of Marriage and the Family (May 2000)
133
Professor of family social science W. J. Doherty, psychologist Edward
F. Kouneski, and Martha F. Erickson, director of the University of Min¬
nesota s Children, Youth and Family Consortium, explore the contextual
influences on fathering and conclude that a quality marriage in the optimal
context promotes responsible fathering. Professor of human development
and family sciences Alexis J. Walker and Lori A. McGraw, 4 H program
coordinator at Oregon State University, contend that there is no empirical
evidence that children need active fathers in their lives.
Issue 7. Does Divorce Create Long Term Negative Effects for
Children? 146
YES: Karl Zinsmeister, from Divorce s Toll on Children, The American
Enterprise (May/June 1996) 148
NO: David Gately and Andrew I. Schwebel, from Favorable Outcomes
in Children After Parental Divorce, Journal of Divorce and Remarriage
(vol. 18, nos. 3 4, 1992) 155
Karl Zinsmeister, editor in chief of the American Enterprise, argues that
divorce causes damage from which children never recover and that the
conflict within a marriage will not cause the same amount of problems for
children that the breakup of a marriage creates. Educators David Gately
and Andrew I. Schwebel contend that children of divorce are not doomed
to failure; they often display positive characteristics, such as enhanced
levels of maturity, self esteem, empathy, and adaptability.
Issue 8. Is Television Violence Viewing Harmful for Children?
170
YES: Merrilyn O. Johnson, from Television Violence and Its Effect on
Children, Journal ofPediatric Nursing (April 1996) 172
NO: Jib Fowles, from The Whipping Boy: The Hidden Conflicts
Underlying the Campaign Against Violent TV, Reason (March 2001)
179
Merrilyn O. Johnson, MSN, RN, is from the nursing Ph.D. collaborative
program at the Medical University of South Carolina and the University of
South Carolina, Columbia. She argues that the negative impact of televi¬
sion viewing is so great that it should be included in health professionals
assessments of children and families. Jib Fowles, a professor of commu¬
nication at the University of Houston, asserts that although television vio¬
lence has increased steadily, the violent crime rate has in fact decreased.
PART 3 MIDDLE CHILDHOOD 191
Issue 9. Are Boys Better in Math Than Girls? 192
CONTENTS ix
YES: Carol J. Mills, Karen E. Ablard, and Heinrich Stumpf, from
Gender Differences in Academically Talented Young Students
Mathematical Reasoning: Patterns Across Age and Subskills, Journal of
Educational Psychology (vol. 85, no. 2, 1993) 194
NO: American Association of University Women, from How Schools
Shortchange Girls: A Study of Major Findings on Girls and Education
(American Association of University Women, 1992) 206
Carol J. Mills, Karen E. Ablard, and Heinrich Stumpf, associates of the
Center for Talented Youth Research at Johns Hopkins University, argue
that boys perform better than girls on tests for math reasoning ability. A
report developed by the Center for Research on Women at Wellesley Col¬
lege for the American Association of University Women concludes that the
differences in math achievement between boys and girls are not significant
and are narrowing.
Issue 10. Are Stepfamilies Inherently Problematic for
Children? 216
YES: David Popenoe, from The Evolution of Marriage and the Problem
of Stepfamilies: A Biosocial Perspective, in Alan Booth and Judy
Dunn, eds., Stepfamilies: Who Benefits? Who Does Not? (Lawrence
Erlbaum, 1994) 218
NO: Lawrence A. Kurdek, from Remarriages and Stepfamilies Are Not
Inherently Problematic, in Alan Booth and Judy Dunn, eds.,
Stepfamilies: Who Benefits? Who Does Not? (Lawrence Erlbaum, 1994)
226
Professor of sociology David Popenoe contends that children from single
parent families and stepfamilies are more likely to have emotional prob¬
lems and health problems and to do poorly in school than children from
intact families with two biological parents. Psychologist Lawrence A. Kur¬
dek maintains that multiple divorce families, not stepfamilies, differ from
two parent families and that stepfamilies are not inherently problematic for
children.
Issue 11. Will School Vouchers Improve Children s
Education? 232
YES: Kevin Walthers, from Saying Yes to Vouchers: Perception, Choice,
and the Educational Response, NASSP Bulletin (September 1995)
234
NO: John F. Lewis, from Saying No to Vouchers: What Is the Price of
Democracy? NASSP Bulletin (September 1995) 242
Teacher Kevin Walthers argues that the pro school voucher movement has
emerged because parents and taxpayers seriously question the efficacy
of the public education system. He cites professionalism among teachers,
declining academic standards for students, and disenchantment among
taxpayers and parents as justification for changing how public education
is administered. Attorney John F. Lewis counters that the perceived prob¬
lems of the schools—such as drug use, premarital pregnancy, crime, and
violence—are really societal problems in the schools, not problems with
the schools. Lewis contends that public education has, in fact, improved
over the last few decades.
X CONTENTS
Issue 12. Should Bilingual Education Programs Be
Abandoned? 252
YES: Rosalie Pedalino Porter, from The Politics of Bilingual Education,
Society (September/October 1997) 254
NO: Donaldo Macedo, from English Only: The Tongue Tying of
America, Journal of Education (Spring 1991) 264
Rosalie Pedalino Porter, director of the Research in English Acquisition
and Development Institute, cites several research studies to support her
contention that funds for programs for non English speaking children have
been largely misguided. Linguistics professor Donaldo Macedo asserts
that English should not be the only language used for educating children.
He maintains that bilingual education programs are effective for educat¬
ing children who cannot speak or read English and that they improve the
academic performance of non English speaking children.
Issue 13. Will Stricter Dress Codes Improve the Educational
Environment? 276
YES: Jessica Portner, from Uniforms Get Credit for Decrease in
Discipline Problems, Education Week (February 14, 1996) 278
NO: Karon L. Jahn, from School Dress Codes v. the First Amendment:
Ganging Up on School Attire, Paper Presented at the 78th Annual
Convention of the Speech Communication Association (October 30,
1992) 282
Jessica Portner, a writer for Education Week, argues that uniforms are
good for schools. She states that after a policy on uniforms was adopted
by schools in Long Beach, California, teachers and administrators saw a
decrease in violence and an increase in academic achievement. Karon L.
Jahn, dean of students at Chaminade University, Honolulu, Hawaii, con¬
tends that strict dress code policies interfere with students First Amend¬
ment right of freedom of speech.
PART 4 ADOLESCENCE 293
Issue 14. Should Children Who Are at Risk for Abuse Remain
With Their Families? 294
YES: Lisa Kolb, from Family Preservation in Missouri, Public Welfare
(Spring 1993) 296
NO: Mary Lou Weisman, from When Parents Are Not in the Best
Interests of the Child, The Atlantic Monthly (July 1994) 305
Lisa Kolb, a public information specialist, asserts that the family preser¬
vation model is the best way to help families in crisis. Family preservation
keeps all the family members together in the home while helping the family
solve its problems. Freelance writer Mary Lou Weisman argues that or¬
phanages and out of home placements are necessary for children whose
parents abuse or neglect them. She maintains that society has an obli¬
gation to take children away from parents who are doing serious harm to
them and that some children have their only real family experience when
living in an institutional setting.
CONTENTS xi
Issue 15. Is the Welfare of Disadvantaged Children
Improving? 316
YES: Lisbeth B. Schorr, from Making the Most of What We Already
Know, Public Welfare (Spring 1994) 318
NO: William J. Bennett, from What to Do About the Children,
Commentary (March 1995) 326
Lisbeth B. Schorr, director of the Harvard University Project on Effective
Services, contends that organized intervention programs are working to
circumvent social problems such as teen pregnancy, juvenile crime, and
school dropout rates. William J. Bennett, former secretary of education
and former director of the Office of National Drug Control Policy, sees
the decline of the two parent family and moral confusion as the primary
reasons for children s poor living conditions.
Issue 16. Is Abstinence Education the Best Sex Education?
338
YES: Thomas Lickona, from Where Sex Education Went Wrong,
Educational Leadership (November 1993) 340
NO: Peggy Brick and Deborah M. Roffman, from Abstinence, No
Buts Is Simplistic, Educational Leadership (November 1993) 349
Thomas Lickona, a developmental psychologist, states that Americans
need to promote a higher standard of sexual morality in society through di¬
rective sex education, which promotes abstinence before marriage. Peggy
Brick, director of education at Planned Parenthood of Northern New Jer¬
sey, and Deborah M. Roffman, a sexuality educator and consultant, refute
the directive approach to sex education and argue that a comprehensive
approach to sex education is more effective.
Issue 17. Can Memories of Childhood Sexual Abuse Be
Recovered? 356
YES: May Benatar, from Running Away From Sexual Abuse: Denial
Revisited, Families in Society: The Journal of Contemporary Human
Services (May 1995) 358
NO: Susan P. Robbins, from Wading Through the Muddy Waters of
Recovered Memory, Families in Society: The Journal of Contemporary
Human Services (October 1995) 367
May Benatar, a clinical social worker, argues that the mass media and
contemporary culture question the accuracy and truthfulness of survivors
of sexual abuse. By doing this the long term effects of these abuses tend
to be minimized. Susan P. Robbins, an associate professor of social work,
contends that the reason some professionals are skeptical of recovered
memories is that there is no research that supports the accuracy of recov¬
ered memory. She cautions that the indiscriminate acceptance of recov¬
ered memories can lead to a serious backlash of disbelief when legitimate
cases of abuse are reported.
Contributors 380
Index 384
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| publisher | McGraw-Hill, Dushkin |
| record_format | marc |
| spelling | Taking sides clashing views on controversial issues in race and ethnicity selected, ed., and with introd. by Richard C. Monk 4. ed. Guilford, Conn. McGraw-Hill, Dushkin 2002 XXIV, 376 S. txt rdacontent n rdamedia nc rdacarrier Minderheit Minorities United States Social classes United States Ethnizität (DE-588)4220764-2 gnd rswk-swf Ethnische Beziehungen (DE-588)4176973-9 gnd rswk-swf USA United States Ethnic relations United States Race relations USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content USA (DE-588)4078704-7 g Ethnische Beziehungen (DE-588)4176973-9 s DE-604 Ethnizität (DE-588)4220764-2 s Monk, Richard C. Sonstige oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009946759&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Taking sides clashing views on controversial issues in race and ethnicity Minderheit Minorities United States Social classes United States Ethnizität (DE-588)4220764-2 gnd Ethnische Beziehungen (DE-588)4176973-9 gnd |
| subject_GND | (DE-588)4220764-2 (DE-588)4176973-9 (DE-588)4078704-7 (DE-588)4143413-4 |
| title | Taking sides clashing views on controversial issues in race and ethnicity |
| title_auth | Taking sides clashing views on controversial issues in race and ethnicity |
| title_exact_search | Taking sides clashing views on controversial issues in race and ethnicity |
| title_full | Taking sides clashing views on controversial issues in race and ethnicity selected, ed., and with introd. by Richard C. Monk |
| title_fullStr | Taking sides clashing views on controversial issues in race and ethnicity selected, ed., and with introd. by Richard C. Monk |
| title_full_unstemmed | Taking sides clashing views on controversial issues in race and ethnicity selected, ed., and with introd. by Richard C. Monk |
| title_short | Taking sides |
| title_sort | taking sides clashing views on controversial issues in race and ethnicity |
| title_sub | clashing views on controversial issues in race and ethnicity |
| topic | Minderheit Minorities United States Social classes United States Ethnizität (DE-588)4220764-2 gnd Ethnische Beziehungen (DE-588)4176973-9 gnd |
| topic_facet | Minderheit Minorities United States Social classes United States Ethnizität Ethnische Beziehungen USA United States Ethnic relations United States Race relations Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009946759&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT monkrichardc takingsidesclashingviewsoncontroversialissuesinraceandethnicity |