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Commentary: What we can learn from research on evidentialsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Young children's well-documented difficulty reporting the sources of their knowledge, and their susceptibility to misleading suggestions about what they saw for themselves, might be reduced when their linguistic community expresses knowledge sources with grammatical evidential markers. Alternatively, until children have acquired certain cognitive prerequisites, they may interpret evidentials simply as markers of speakers' certainty. There is evidence supportive of both views, but with more precisely formulated research questions, specially tailored tasks, and more cross-linguistic comparisons, we can come to understand bet...
Source: New Directions for Child and Adolescent Development - September 27, 2009 Category: Child Development Authors: Elizabeth J. Robinson Tags: Research Articles Source Type: journals

Evidentiality and suggestibility: A new research venueEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Recent research suggests that acquisition of mental-state language may influence conceptual development. We examine this possibility by investigating the conceptual links between evidentiality in language and suggestibility. Young children are disproportionately suggestible and tend to change their reports or memories when questioned. The authors discuss the extent to which components of mental-state understanding, specifically representational understanding and understanding origins of knowledge, are implicated in improvements in resistance to suggestions and comprehending evidentiality. The authors also review social-psy...
Source: New Directions for Child and Adolescent Development - September 27, 2009 Category: Child Development Authors: Ça[gbreve]la Aydin, Stephen J. Ceci Tags: Research Articles Source Type: journals

Children's understanding of certainty and evidentiality: Advantage of grammaticalized forms over lexical alternativesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In verbal communication, the hearer takes advantage of the linguistic expressions of certainty and evidentiality to assess how committed the speaker might be to the truth of the informational content of the utterance. Little is known, however, about the precise developmental mechanism of this ability. In this chapter, we approach the question by elucidating factors that are likely to constrain young children's understanding of linguistically encoded certainty and evidentiality, including the types of linguistic form of these expressions, namely, grammaticalized or lexical forms. © Wiley Periodicals, Inc. (Source: New Dire...
Source: New Directions for Child and Adolescent Development - September 27, 2009 Category: Child Development Authors: Tomoko Matsui, Yui Miura Tags: Research Articles Source Type: journals

Evidentiality and trust: The effect of informational goalsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Children's ability to exercise selective trust is crucial for the development of their knowledge and successful socialization. For speakers of some languages, evidentials, which are grammatical source-of-knowledge markers, could provide valuable support of these processes. Focusing on Bulgarian, this chapter situates children's use of evidentials in reliability judgments within the broader context of research on decision making and foregrounds the role of informational goals in children's decisions. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - September 27, 2009 Category: Child Development Authors: Stanka A. Fitneva Tags: Research Articles Source Type: journals

Evidentials in Tibetan: Acquisition, semantics, and cognitive developmentEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
We describe the nature of the evidential system in Tibetan and consider the challenges that any evidential system presents to language acquisition. We present data from Tibetan-speaking children that shed light on their understanding of the syntactic and semantic properties of evidentials, and their competence in the point-of-view shift required for the use of evidentials in questions. We then examine connections between the mastery of indirect evidentials and children's inferential competence. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - September 27, 2009 Category: Child Development Authors: Jill G. de Villiers, Jay Garfield, Harper Gernet-Girard, Tom Roeper, Margaret Speas Tags: Research Articles Source Type: journals

Evidentials and source knowledge in TurkishEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
We present evidence for (1) the appropriate use of grammaticalized markers of direct experience, inference, and linguistic report by age three, (2) the understanding of knowledge source ("theory of knowledge") around age four, (3) the understanding of linguistic form and knowledge source relationship ("theory of evidentiality") by age six, and (4) a predictive relationship between the use of the reported speech marker and memory for knowledge source around age four. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - September 27, 2009 Category: Child Development Authors: Ayhan Aksu-Koç, Hale Ögel-Balaban, [Idot]. Ercan Alp Tags: Research Articles Source Type: journals

Knowing how we know: Evidentiality and cognitive developmentEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Evidentials are grammatical elements such as affixes and particles indicating the source of knowledge. We provide an overview of this grammatical category and consider three research domains to which developmental studies on evidentiality contribute: the acquisition of linguistic means to characterize knowledge, the conceptual understanding of knowledge sources, and the evaluation of others' testimony. We also consider the study of evidentiality in relation to the Sapir-Whorf hypothesis about the influence of language on thought. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - August 31, 2009 Category: Child Development Authors: Tomoko Matsui, Stanka A. Fitneva Tags: Research Articles Source Type: journals

Coping, regulation, and development during childhood and adolescenceEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This chapter identifies four challenges to the study of the development of coping and regulation and outlines specific theoretical and empirical strategies for addressing them. The challenges are (1) to integrate work on coping and processes of emotion regulation, (2) to use the integration of research on neuro-biology and context to inform the study of coping, (3) to explore the implications of dual process conceptualizations of automatic and controlled processes for the development of coping, and (4) to articulate how coping is organized around specific adaptive processes. How researchers resolve these challenges will af...
Source: New Directions for Child and Adolescent Development - June 16, 2009 Category: Child Development Authors: Bruce E. Compas Tags: Research Articles Source Type: journals

How the study of regulation can inform the study of copingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
It is advantageous to study regulation and coping and their development at multiple levels of expression and origin simultaneously. We discuss several topics of current interest in the emotion-related regulation literature that are relevant to coping, including conceptual issues related to definitions and types of coping, types of physiological responses deemed to tap emotion regulation that could be pursued in work on coping, and findings on the socialization of self-regulation that have implications for understanding the development of coping. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - June 16, 2009 Category: Child Development Authors: Nancy Eisenberg, Carlos Valiente, Michael J. Sulik Tags: Research Articles Source Type: journals

How social and cultural contexts shape the development of coping: Youth in the inner city as an exampleEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Because the patterns of coping shown by children and youth depend on the particular types and levels of stress they face, it is difficult to understand or study coping, or to promote it in interventions, unless coping is conceptualized as embedded within the overall ecology of stressful conditions, including the demands and resources that influence the use, utility, and impact of coping. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - June 16, 2009 Category: Child Development Authors: Patrick Tolan, Kathryn Grant Tags: Research Articles Source Type: journals

Adaptive coping under conditions of extreme stress: Multilevel influences on the determinants of resilience in maltreated childrenEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The study of resilience in maltreated children reveals the possibility of coping processes and resources on multiple levels of analysis as children strive to adapt under conditions of severe stress. In a maltreating context, aspects of self-organization, including self-esteem, self-reliance, emotion regulation, and adaptable yet reserved personalities, appear particularly important for more competent coping. Moreover, individual differences in biological processes ranging from gene by environment interactions to the hypothalamic-pituitary-adrenal axis to brain organization related to emotion also are shown to influence the...
Source: New Directions for Child and Adolescent Development - June 16, 2009 Category: Child Development Authors: Dante Cicchetti, Fred A. Rogosch Tags: Research Articles Source Type: journals

Emotion-focused coping in young children: Self and self-regulatory processesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This chapter explores paths toward emotion-focused coping among typically developing young children and their more or less average parents - portraying characteristic developmental patterns, demands, and stresses. Emotion-focused coping strategies are effortful and aim to decrease negative emotions in stress-inducing interpersonal contexts. The themes here highlight developmental changes of the early years and related parent and child hassles; likely cognitive, social, and linguistic antecedents and correlates of emotion-focused coping; and some self-regulatory processes that enable coping. The chapter concludes by noting ...
Source: New Directions for Child and Adolescent Development - June 16, 2009 Category: Child Development Authors: Claire B. Kopp Tags: Research Articles Source Type: journals

The influence of temperament on the development of coping: The role of maturation and experienceEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Temperament refers to individual differences in two broad aspects of behavior: (1) emotional, motor, and attentional reactivity and (2) self-regulatory processes that modulate such reactivity. These individual differences are grounded in people's constitution and influence both stress reactions and patterns of coping. In this chapter, we examine how individual differences in temperament are conceptually linked to the development of coping and how this association is modulated by the maturation of brain systems underlying temperament. Finally, we argue about the possibility of improving children's coping abilities through i...
Source: New Directions for Child and Adolescent Development - June 16, 2009 Category: Child Development Authors: M. Rosario Rueda, Mary K. Rothbart Tags: Research Articles Source Type: journals

Challenges to the developmental study of copingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
We summarize progress in the developmental study of coping, including specification of a multilevel framework, construction of definitions of coping that rely on regulation as a core concept, and identification of developmentally graded members of families of coping. We argue that these accomplishments are a prelude to the real tasks of a developmental agenda: (1) identifying age-graded shifts in how children and adolescents recognize, react to, and deal with the stressors they encounter in their daily lives; (2) determining the developmental processes that underlie these shifts; and (3) describing and explaining different...
Source: New Directions for Child and Adolescent Development - June 16, 2009 Category: Child Development Authors: Ellen A. Skinner, Melanie J. Zimmer-Gembeck Tags: Research Articles Source Type: journals

IntroductionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
No abstract. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - May 31, 2009 Category: Child Development Authors: Ellen A. Skinner, Melanie J. Zimmer-Gembeck Tags: Editorial Source Type: journals

Social origins of executive function developmentEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The chapters in this issue revisit the social origins of the development of executive function (EF) through both empirical examination of the contexts in which EF development occurs (in vivo), as well as its social antecedents and consequences. Importantly, they also point to new directions in studying the social foundations of neurodevelopment, novel methods that take the social context into account, and cultural influences on EF development. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - March 20, 2009 Category: Child Development Authors: Stephanie M. Carlson Tags: Research Articles Source Type: journals

Culture, executive function, and social understandingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Much of the evidence from the West has shown links between children's developing self-control (executive function), their social experiences, and their social understanding (Carpendale & Lewis, 2006, chapters 5 and 6), across a range of cultures including China. This chapter describes four studies conducted in three Oriental cultures, suggesting that the relationships among social interaction, executive function, and social understanding are different in these cultures, implying that social and executive skills are underpinned by key cultural processes. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - March 20, 2009 Category: Child Development Authors: Charlie Lewis, Masuo Koyasu, Seungmi Oh, Ayako Ogawa, Benjamin Short, Zhao Huang Tags: Research Articles Source Type: journals

New directions in evaluating social problem solving in childhood: Early precursors and links to adolescent social competenceEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
A major objective of this chapter is to present a novel, ecologically sensitive social problem-solving task for school-aged children that captures the complexity of social and cognitive demands placed on children in naturalistic situations. Competence on this task correlates with a range of skills including executive functions, verbal reasoning, and attention. Children able to successfully carry out this task in middle school were more competent in early adolescence in collaborating in joint problem-solving tasks with peers and solving conflicts with parents. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - March 20, 2009 Category: Child Development Authors: Susan H. Landry, Karen E. Smith, Paul R. Swank Tags: Research Articles Source Type: journals

How do families help or hinder the emergence of early executive function?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models of social influence on executive function are tested, using multiple measures of family life as well as comprehensive assessments of children's executive functions. Our results confirm the importance of maternal scaffolding for young children's executive functions, but they also suggest positive effects of observational learning and adverse effects of disorganized and unpredictable family life; however, no support was found for an association between executive function and general posit...
Source: New Directions for Child and Adolescent Development - March 20, 2009 Category: Child Development Authors: Claire H. Hughes, Rosie A. Ensor Tags: Research Articles Source Type: journals

Parental scaffolding and the development of executive functionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
We present a study examining the relationship between the timing of different parental scaffolding utterances and children's attention-switching EF abilities. There was a strong relation between the timing of elaborative parental utterances and attention switching. We discuss the implications of the findings for the conceptualization of the scaffolding process. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - March 20, 2009 Category: Child Development Authors: Maximilian B. Bibok, Jeremy I. M. Carpendale, Ulrich Müller Tags: Research Articles Source Type: journals

Introduction: Links between social interaction and executive functionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The term executive function is used increasingly within developmental psychology and is often taken to refer to unfolding brain processes. We trace the origins of research on executive function to show that the link with social interaction has a long history. We suggest that a recent frenzy of research exploring methods for studying individual executive skills should pay more attention to the tradition exploring the role of social interaction in their development. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - March 1, 2009 Category: Child Development Authors: Charlie Lewis, Jeremy I. M. Carpendale Tags: Research Articles Source Type: journals

Linking the prevention of problem behaviors and positive youth development: Core competencies for positive youth development and risk preventionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In this chapter, we present a brief review of the developmental literature linking healthy adjustment to five core competencies: (1) positive sense of self, (2) self-control, (3) decision-making skills, (4) a moral system of belief, and (5) prosocial connectedness. A central premise of this chapter and the rest of the volume is that promoting mastery of social and emotional core competencies provides a connection between positive youth development and risk prevention programming. In subsequent chapters, empirical evidence linking these core competencies with prevention of specific risk behaviors is reviewed, and examples o...
Source: New Directions for Child and Adolescent Development - November 21, 2008 Category: Child Development Authors: Nancy G. Guerra, Catherine P. Bradshaw Tags: Research Articles Source Type: journals

Future directions for research on core competenciesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This concluding commentary highlights common themes that emerged across the chapters in this volume. We identify strengths and limitations of the core competencies framework and discuss the importance of context, culture, and development for understanding the role of the core competencies in preventing risk behavior in adolescence. We also outline possible areas for future research linking positive youth development and risk prevention programming. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - November 19, 2008 Category: Child Development Authors: Catherine P. Bradshaw, Nancy G. Guerra Tags: Research Articles Source Type: journals

Programs and policies that promote positive youth development and prevent risky behaviors: An international perspectiveEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This chapter provides an international perspective on the promotion of positive development and the prevention of risky behavior among youth. We discuss some of the specific challenges that youth face in low- and middle-income countries and identify six key evidence-based policies and programs that aim to promote positive youth development and prevent risky behavior. We also propose a set of practical recommendations for policymakers and other stakeholders on how to develop and implement an effective youth portfolio in the context of limited financial resources. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - November 19, 2008 Category: Child Development Authors: Sophie Naudeau, Wendy Cunningham, Mattias K. A. Lundberg, Linda McGinnis Tags: Research Articles Source Type: journals

Core competencies and the prevention of high-risk sexual behaviorEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Adolescent sexual risk-taking behavior has numerous individual, family, community, and societal consequences. In an effort to contribute to the research and propose new directions, this chapter applies the core competencies framework to the prevention of high-risk sexual behavior. It describes the magnitude of the problem, summarizes explanatory theories of high-risk sexual behavior, and highlights the association between high-risk sexual behaviors and the five core competencies. We conclude the chapter by providing an overview of selected evidence-based prevention strategies and identifying future directions for research ...
Source: New Directions for Child and Adolescent Development - November 19, 2008 Category: Child Development Authors: Vignetta Eugenia Charles, Robert Wm. Blum Tags: Research Articles Source Type: journals

Core competencies and the prevention of adolescent substance useEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Adolescence is a developmental period during which youth are at increased risk for using substances. An empirical focus on core competencies illustrates that youth are less likely to use substances when they have a positive future orientation, a belief in the ability to resist substances, emotional and behavioral control, sound decision-making ability, a belief that substance use is wrong, and a strong bond to prosocial peers and family. Such etiological research is beginning to provide a strong foundation for successful competence-building prevention programs. Focusing on the developmental-ecological context of adolescent...
Source: New Directions for Child and Adolescent Development - November 19, 2008 Category: Child Development Authors: Tamara M. Haegerich, Patrick H. Tolan Tags: Research Articles Source Type: journals

Core competencies and the prevention of youth violenceEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
We discuss how the five core competencies for healthy adjustment in adolescence (a positive sense of self, self-control, decision-making skills, a moral system of belief, and prosocial connectedness) are represented in theories of aggression and youth violence. We then discuss research supporting the relation between these core competencies and aggressive and violent behavior in childhood and adolescence. Finally, we address the degree to which these core competencies have been included and systematically evaluated within school-based prevention programs, and we end with suggestions for future directions. (Source: New Dire...
Source: New Directions for Child and Adolescent Development - November 19, 2008 Category: Child Development Authors: Terri N. Sullivan, Albert D. Farrell, Amie F. Bettencourt, Sarah W. Helms Tags: Research Articles Source Type: journals

Core competencies and the prevention of school failure and early school leavingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase youths' likelihood of successfully completing high school. This chapter applies the core competencies framework to the promotion of youths' success within the school environment. We conclude with a brief review of evidence-based prevention strategies that address the five competencies...
Source: New Directions for Child and Adolescent Development - November 19, 2008 Category: Child Development Authors: Catherine P. Bradshaw, Lindsey M. O'Brennan, Clea A. McNeely Tags: Research Articles Source Type: journals

Afterword: New directions in research with immigrant families and their childrenEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Although migration is fundamentally a family affair, the family, as a unit of analysis, has been understudied both by scholars of migration and by developmental psychologists. Researchers have often struggled to conceptualize immigrant children, adolescents, and their families, all too often giving way to pathologizing them, ignoring generational and ethnic distinctions among immigrant groups, stereotyping immigrants as "problem" or (conversely) "model" minorities, and overlooking the complexity of race, gender, documentation, and language in their lives. In addition, contexts other than the family remain understudied. In ...
Source: New Directions for Child and Adolescent Development - September 15, 2008 Category: Child Development Authors: Carola Suárez-Orozco, Avary Carhill Tags: Research Articles Source Type: journals

Access to institutional resources as a measure of social exclusion: Relations with family process and cognitive development in the context of immigrationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Few studies have examined how experiences associated with being an undocumented immigrant parent affects children's development. In this article, the authors apply social exclusion theory to examine how access to institutional resources that require identification may matter for parents and children in immigrant families. As hypothesized, groups with higher proportions of undocumented parents in New York City (e.g., Mexicans compared to Dominicans) reported lower levels of access to checking accounts, savings accounts, credit, and drivers' licenses. Lack of access to such resources, in turn, was associated with higher econ...
Source: New Directions for Child and Adolescent Development - September 15, 2008 Category: Child Development Authors: Hirokazu Yoshikawa, Erin B. Godfrey, Ann C. Rivera Tags: Research Articles Source Type: journals

Mothers' citizenship status and household food insecurity among low-income children of immigrantsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In this study, the authors used national data from the Early Childhood Longitudinal Study-Kindergarten cohort to assess this question, using multivariate probit regression analyses in a low-income sample. They found that households of children (foreign and U.S.-born) with noncitizen mothers are at substantially greater risk of food insecurity than their counterparts with citizen mothers and that demographic characteristics such as being Latina, levels of maternal education, and large household size explain about half of the difference in rates. © 2008 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - September 15, 2008 Category: Child Development Authors: Ariel Kalil, Jen-Hao Chen Tags: Research Articles Source Type: journals

The "model minority" and their discontent: Examining peer discrimination and harassment of Chinese American immigrant youthEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Using an ecological framework, the authors explore the reasons for peer discrimination and harassment reported by many Chinese American youth. They draw on longitudinal data collected on 120 first- and second-generation Chinese American students from two studies conducted in Boston and New York. Our analyses suggested that reasons for these experiences of harassment lay with the beliefs about academic ability, the students' immigrant status and language barriers, within-group conflicts, and their physical appearance that made them different from other ethnic minority or majority students. Implications and future research a...
Source: New Directions for Child and Adolescent Development - September 15, 2008 Category: Child Development Authors: Desiree Baolian Qin, Niobe Way, Meenal Rana Tags: Research Articles Source Type: journals

Building and using a social network: Nurture for low-income Chinese American adolescents' learningEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Little research has examined how low-income Asian American children are supported to achieve well in school. The authors used the notion of social capital to study higher versus lower achieving Chinese adolescents from low-income backgrounds. They found that families of higher-achieving adolescents built and used more effectively three kinds of social networks in lieu of direct parental involvement: (a) designating a helper in and outside the home for the child, (b) identifying peer models for the child to emulate, and (c) involving extended kin to guide the child jointly. These forms of social capital reflect Chinese cult...
Source: New Directions for Child and Adolescent Development - September 15, 2008 Category: Child Development Authors: Jin Li, Susan D. Holloway, Janine Bempechat, Elaine Loh Tags: Research Articles Source Type: journals

From peers to policy: How broader social contexts influence the adaptation of children and youth in immigrant familiesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This chapter provides an overview of nonfamily contexts that shape the development and adjustment of children and youth from immigrant families. It also describes the four chapters in this special issue that focus on peer, network, legal, and institutional contexts that influence the lives of immigrant parents and their children. Directions for future research on the social contexts of development in immigrant families are discussed. © 2008 Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - September 1, 2008 Category: Child Development Authors: Hirokazu Yoshikawa, Niobe Way Tags: Research Articles Source Type: journals

Bridging identities and disciplines: Advances and challenges in understanding multiple identitiesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The chapters in this volume address the need for a better understanding of the development of intersecting identities over age and context. The chapters provide valuable insights into the development of identities, particularly group identities. They highlight common processes across identities, such as the role of contrast and comparison and the need for individual effort in identity formation. They suggest the value of studying multiple identities in interaction and using interdisciplinary approaches. However, research across identities and disciplines poses challenges for investigators. These challenges can be met and t...
Source: New Directions for Child and Adolescent Development - June 2, 2008 Category: Child Development Authors: Jean S. Phinney Tags: Research Articles Source Type: journals

Theorizing multidimensional identity negotiation: Reflections on the lived experiences of first-generation college studentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Drawing from recent research on first-generation college (FGC) students, this chapter advances an interdisciplinary theoretical framework for understanding how these students enact multiple aspects of their personal, cultural, and social identities. I use dialectical and cross-cultural adaptation theories as a foundation to extend examinations of how diverse FGC students negotiate the alien culture of the academy against that of home. In this regard, college is situated as a pivotal point of development, and successful negotiation of identity tensions is represented as a key factor in academic success. © Wiley Periodicals...
Source: New Directions for Child and Adolescent Development - June 2, 2008 Category: Child Development Authors: Mark P. Orbe Tags: Research Articles Source Type: journals

To be or not to be: An exploration of ethnic identity development in contextEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This qualitative study focused on the intersection of personal and ethnic identities among forty African American, Puerto Rican, Dominican, and Chinese American high school students. The patterns in content indicated that for the Puerto Ricans, the intersection of their personal and social identities was a series of accommodations to a positive peer climate and a resistance to being Dominican. For the other ethnic groups, the intersection of their personal and social identities consisted of a process of resistance and accommodation to negative stereotypes projected on them by their peers and, for African Americans, themsel...
Source: New Directions for Child and Adolescent Development - June 2, 2008 Category: Child Development Authors: Niobe Way, Carlos Santos, Erika Y. Niwa, Constance Kim-Gervey Tags: Research Articles Source Type: journals

Fighting like a girl fighting like a guy: Gender identity, ideology, and girls at early adolescenceEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
We present a sociocultural approach to identity that we believe not only holds promise for helping us to understand girl-fighting behavior but also highlights the clear interrelationship between social identity and personal identity. We conclude by highlighting several implications of this analysis for those who work with girls (and boys) in educational and clinical settings. © Wiley Periodicals, Inc. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - June 2, 2008 Category: Child Development Authors: Lyn Mikel Brown, Mark B. Tappan Tags: Research Articles Source Type: journals

Gender identity and adjustment: Understanding the impact of individual and normative differences in sex typingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The relationship among gender identity, sex typing, and adjustment has attracted the attention of social and developmental psychologists for many years. However, they have explored this issue with different assumptions and different approaches. Generally the approaches differ regarding whether sex typing is considered adaptive versus maladaptive, measured as an individual or normative difference, and whether gender identity is regarded as a unidimensional or multidimensional construct. In this chapter, we consider both perspectives and suggest that the developmental timing and degree of sex typing, as well as the multidime...
Source: New Directions for Child and Adolescent Development - June 2, 2008 Category: Child Development Authors: Leah E. Lurye, Kristina M. Zosuls, Diane N. Ruble Tags: Research Articles Source Type: journals

Creating new social identities in children through critical multicultural media: The case of Little BillEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Multicultural education emerged from the political struggles of the 1960s and 1970s and advocated the inclusion of women and ethnic and racial groups in school curricula and children's media. Recently multiculturalism has evolved to include a critical perspective by focusing on stigmatized social identities such as race, class, sexuality, ethnicity, and disability. Little Bill, a children's animated television series, is an example of applied critical multiculturalism. In this chapter, we present a case study of one episode, "A Ramp for Monty," to illustrate the merits of this approach, which may increase the number of soc...
Source: New Directions for Child and Adolescent Development - June 2, 2008 Category: Child Development Authors: Aída Hurtado, Janelle M. Silva Tags: Research Articles Source Type: journals

On the intersection of personal and social identities: Introduction and evidence from a longitudinal study of emerging adultsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Identity is a central focus of research in the social sciences, national and international politics, and everyday discourse. This volume brings together an interdisciplinary set of social scientists who study personal and social identity. The chapters span childhood through emerging adulthood. This chapter introduces the three goals of the volume: (1) illustrating how the study of identity development is enriched by an interdisciplinary approach, (2) providing a rich developmental picture of personal and social identity development, and (3) examining the intersections of multiple identities. We illustrate these three goals...
Source: New Directions for Child and Adolescent Development - June 1, 2008 Category: Child Development Authors: Margarita Azmitia, Moin Syed, Kimberly Radmacher Tags: Research Articles Source Type: journals

Social class and workplace harassment during the transition to adulthoodEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Young disadvantaged workers are especially vulnerable to harassment due to their age and social class position. As young people enter the workforce, their experiences of, and reactions to, harassment may vary dramatically from those of older adult workers. Three case studies introduce theory and research on the relationship between social class and harassment of young workers. We suggest two mechanisms through which class may structure harassment experiences: (1) extremely vulnerable youth are directly targeted based on their social class origins, and (2) the type and condition of youth employment, which is structured by c...
Source: New Directions for Child and Adolescent Development - March 10, 2008 Category: Child Development Authors: Heather McLaughlin, Christopher Uggen, Amy Blackstone Tags: Research Articles Source Type: journals

Social class and the experience of work-family conflict during the transition to adulthoodEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The challenges of juggling work and family responsibilities are well known, but there has been little attention to the distinctive work and family experiences of young adults. This chapter explores how class affects young adults' exposure to work-family conflicts and the strategies they use to manage their work and family responsibilities. Using data from a recent cohort of young adults, we find class and gender variations in work and family roles and work-family conflict. Early family formation, coupled with poor working conditions, lead those with lower educational attainments to experience more years of family-to-work i...
Source: New Directions for Child and Adolescent Development - March 10, 2008 Category: Child Development Authors: Samantha K. Ammons, Erin L. Kelly Tags: Research Articles Source Type: journals

Social class background and the school-to-work transitionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Whereas in years past, young people typically made a discrete transition from school to work, two ideal typical routes now characterize the sharing of school and work roles during adolescence and the transition to adulthood. Longitudinal data from the Youth Development Study show that one route involves less intensive employment during high school, followed by continued part-time employment and postsecondary educational investment. This pathway, more common for youth of higher-class origins, is especially beneficial for young people from lower socioeconomic backgrounds. A second route is early intensive work experience dur...
Source: New Directions for Child and Adolescent Development - March 10, 2008 Category: Child Development Authors: Jeremy Staff, Jeylan T. Mortimer Tags: Research Articles Source Type: journals

Breaking barriers or locked out? Class-based perceptions and experiences of postsecondary educationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article provides an overview of objective and subjective class differences in experiences of postsecondary education. Using the metaphor of a funnel, it argues that cumulative disadvantage results when first-generation and low-income college students are disproportionately filtered out at each stage of the postsecondary education process. Subjective class differences largely serve to reproduce existing inequalities, although the potential for transformation exists. This article considers inequalities during childhood and the transition to adulthood, stratification within institutions, and class differences in postseco...
Source: New Directions for Child and Adolescent Development - March 10, 2008 Category: Child Development Authors: Pamela Aronson Tags: Research Articles Source Type: journals

Intimate relationship development during the transition to adulthood: Differences by social classEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article examines differences in young adults' intimate relationships by social class. Lower-class adolescents are more likely to engage in intimate-relationship practices such as cohabitation, early marriage, and sexual activity that may lead to further economic and educational deprivation. Such adolescents have limited access to the special opportunities of emerging adulthood. Social class indirectly shapes the relationships of groups such as prisoners, military personnel, and sexual minorities whose memberships are highly class graded and who are subject to state-controlled relationship constraints. More research is...
Source: New Directions for Child and Adolescent Development - March 10, 2008 Category: Child Development Authors: Ann Meier, Gina Allen Tags: Research Articles Source Type: journals

Family capital and the invisible transfer of privilege: Intergenerational support and social class in early adulthoodEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Sociologists have long recognized the relationships between family background and social class attainment. However, by neglecting the multiple ways in which families and parents provide advantages and the extent to which these advantages extend into adulthood, they may still be underestimating the role of families in the reproduction of class inequalities. This chapter explores these impacts under the conceptual rubric of family capital. A new battery of interviews with a diverse collection of young adults is used to illustrate these points and offer suggestions for future research and analysis. (Source: New Directions for...
Source: New Directions for Child and Adolescent Development - March 10, 2008 Category: Child Development Authors: Teresa Toguchi Swartz Tags: Research Articles Source Type: journals

The intersections of social class and the transition to adulthoodEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article provides an introduction to and overview of the literature on how the transition to adulthood is shaped by social class. It brings together two strands of literature. The first reviews why and how the third decade of life has been reshaped by later and longer education. The second considers how the social class position of young adults influences their experience in the early adulthood years and how those experiences in turn affect their prospects in later life. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - March 1, 2008 Category: Child Development Authors: Frank F. Furstenberg Tags: Research Articles Source Type: journals

Studying the individual within the peer context: Are we on target?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The methodological and theoretical advances in this volume provide new perspectives on longstanding questions about the extent to which both complementarity and reciprocity underlie social relationships. These chapters highlight innovative approaches for clarifying the role of contextual and developmental variations in social structures and processes that are at the core of developmental social network science. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - December 21, 2007 Category: Child Development Authors: Thomas W. Farmer Tags: Research Articles Source Type: journals

New perspectives on social networks in the study of peer relationsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Much of children's interactions with peers take place in cliques or small groups that they themselves form. What happens in these groups has important effects on children's further social and academic development. The chapters in this volume present the most recent ideas and methods to study childhood cliques and groups. (Source: New Directions for Child and Adolescent Development)
Source: New Directions for Child and Adolescent Development - December 21, 2007 Category: Child Development Authors: Antonius H. N. Cillessen Tags: Research Articles Source Type: journals