About the Book
This debate-style reader is designed to introduce students to current controversies in childhood and society. The readings, which represent the arguments of leading child behaviorists and social commentators, reflect a variety of viewpoints, and are presented in pro/con format.
Table of Contents:
PART 1. Infancy ISSUE 1. Is Institutional Child Care Beneficial to Children? YES: Greg Parks, from "The High/Scope Perry Preschool Project", Juvenile Justice Bulletin NO: T. Berry Brazelton and Stanley I. Greenspan, from The Irreducible Needs of Children: What Every Child Must Have to Grow, Learn, and Flourish Greg Parks, an intern program specialist at the Office of Juvenile Justice 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. Pediatrician T. Berry Brazelton and Stanley I. Greenspan, clinical professor of psychiatry 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? 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 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 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? YES: John R. Britton, Helen L. Britton, and Susan A. Beebe, from "Early Discharge of the Term Newborn: A Continued Dilemma", Pediatrics NO: Elizabeth H. Thilo and Susan F. Townsend, from "What Are the Pitfalls of Early Discharge?" Contemporary OB/GYN 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 discharge 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? YES: Leslie Doty Hollingsworth, from "Symbolic Interactionism, African American Families, and the Transracial Adoption Controversy", Social Work 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 Leslie Doty Hollingsworth, assistant professor at the University of Michigan, 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 American 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 transracial adoptions. PART 2. Early Childhood ISSUE 5. Is Spanking Detrimental to Children? YES: Murray A. Straus, from "Spanking and the Making of a Violent Society", Pediatrics NO: Robert E. Larzelere, from "A Review of the Outcomes of Parental Use of Nonabusive or Customary Physical Punishment", Pediatrics 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 violent 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? 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 NO: Alexis J. Walker and Lori A. McGraw, from "Who Is Responsible for Responsible Fathering?" Journal of Marriage and the Family Professor of family social science W. J. Doherty, psychologist Edward F. Kouneski, and Martha F. Erickson, director of the University of Minnesota'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? YES: Karl Zinsmeister, from "Divorce's Toll on Children", The American Enterprise NO: David Gately and Andrew I. Schwebel, from "Favorable Outcomes in Children After Parental Divorce", Journal of Divorce and Remarriage 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? YES: Merrilyn O. Johnson, from "Television Violence and Its Effect on Children", Journal of Pediatric Nursing NO: Jib Fowles, from "The Whipping Boy: The Hidden Conflicts Underlying the Campaign Against Violent TV", Reason 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 television viewing is so great that it should be included in health professionals' assessments of children and families. Jib Fowles, a professor of communication at the University of Houston, asserts that although television violence has increased steadily, the violent crime rate has in fact decreased. PART 3. Middle Childhood ISSUE 9. Are Boys Better in Math Than Girls? 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 NO: American Association of University Women, from How Schools Shortchange Girls: A Study of Major Findings on Girls and Education 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 College 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? 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? 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? Professor of sociology David Popenoe contends that children from single-parent families and stepfamilies are more likely to have emotional problems and health problems and to do poorly in school than children from intact families with two biological parents. Psychologist Lawrence A. Kurdek 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? YES: Kevin Walthers, from "Saying Yes to Vouchers: Perception, Choice, and the Educational Response", NASSP Bulletin NO: John F. Lewis, from "Saying No to Vouchers: What Is the Price of Democracy?" NASSP Bulletin 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 problems 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. ISSUE 12. Should Bilingual Education Programs Be Abandoned? YES: Rosalie Pedalino Porter, from "The Politics of Bilingual Education", Society NO: Donaldo Macedo, from "English Only: The Tongue-Tying of America", Journal of Education 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 educating 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? YES: Jessica Portner, from "Uniforms Get Credit for Decrease in Discipline Problems", Education Week 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 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, contends that strict dress code policies interfere with students' First Amendment right of freedom of speech. PART 4. Adolescence ISSUE 14. Should Children Who Are at Risk for Abuse Remain With Their Families? YES: Lisa Kolb, from "Family Preservation in Missouri", Public Welfare NO: Mary-Lou Weisman, from "When Parents Are Not in the Best Interests of the Child", The Atlantic Monthly Lisa Kolb, a public information specialist, asserts that the family preservation 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 orphanages and out-of-home placements are necessary for children whose parents abuse or neglect them. She maintains that society has an obligation 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. ISSUE 15. Is the Welfare of Disadvantaged Children Improving? YES: Lisbeth B. Schorr, from "Making the Most of What We Already Know", Public Welfare NO: William J. Bennett, from "What to Do About the Children", Commentary 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? YES: Thomas Lickona, from "Where Sex Education Went Wrong", Educational Leadership NO: Peggy Brick and Deborah M. Roffman, from "'Abstinence, No Buts' Is Simplistic", Educational Leadership Thomas Lickona, a developmental psychologist, states that Americans need to promote a higher standard of sexual morality in society through "directive" sex education, which promotes abstinence before marriage. Peggy Brick, director of education at Planned Parenthood of Northern New Jersey, 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? YES: May Benatar, from "Running Away From Sexual Abuse: Denial Revisited", Families in Society: The Journal of Contemporary Human Services NO: Susan P. Robbins, from "Wading Through the Muddy Waters of Recovered Memory", Families in Society: The Journal of Contemporary Human Services 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 recovered memory. She cautions that the indiscriminate acceptance of recovered memories can lead to a serious backlash of disbelief when legitimate cases of abuse are reported.
