front cover of The War of My Generation
The War of My Generation
Youth Culture and the War on Terror
Kieran, David
Rutgers University Press, 2015
Following the 9/11 attacks, approximately four million Americans have turned eighteen each year and more than fifty million children have been born. These members of the millennial and post-millennial generation have come of age in a moment marked by increased anxiety about terrorism, two protracted wars, and policies that have raised questions about the United States's role abroad and at home. Young people have not been shielded from the attacks or from the wars and policy debates that followed. Instead, they have been active participants—as potential military recruits and organizers for social justice amid anti-immigration policies, as students in schools learning about the attacks or readers of young adult literature about wars. 

The War of My Generation is the first essay collection to focus specifically on how the terrorist attacks and their aftermath have shaped these new generations of Americans. Drawing from a variety of disciplines, including anthropology, sociology, cultural studies, and literary studies, the essays cover a wide range of topics, from graphic war images in the classroom to computer games designed to promote military recruitment to emails from parents in the combat zone. The collection considers what cultural factors and products have shaped young people's experience of the 9/11 attacks, the wars that have followed, and their experiences as emerging citizen-subjects in that moment. Revealing how young people understand the War on Terror—and how adults understand the way young people think—The War of My Generation offers groundbreaking research on catastrophic events still fresh in our minds. 
 
[more]


front cover of We Fight To Win
We Fight To Win
Inequality and the Politics of Youth Activism
Hava Rachel Gordon
Rutgers University Press, 2009
In an adult-dominated society, teenagers are often shut out of participation in politics. We Fight to Win offers a compelling account of young people's attempts to get involved in community politics, and documents the battles waged to form youth movements and create social change in schools and neighborhoods.

Hava Rachel Gordon compares the struggles and successes of two very different youth movements: a mostly white, middle-class youth activist network in Portland, Oregon, and a working-class network of minority youth in Oakland, California. She examines how these young activists navigate schools, families, community organizations, and the mainstream media, and employ a variety of strategies to make their voices heard on some of today's most pressing issuesùwar, school funding, the environmental crisis, the prison industrial complex, standardized testing, corporate accountability, and educational reform. We Fight to Win is one of the first books to focus on adolescence and political action and deftly explore the ways that the politics of youth activism are structured by age inequality as well as race, class, and gender.

[more]

front cover of Weighty Problems
Weighty Problems
Embodied Inequality at a Children’s Weight Loss Camp
Laura Backstrom
Rutgers University Press, 2019
Many parents, teachers, and doctors believe that childhood obesity is a social problem that needs to be solved. Yet, missing from debates over what caused the rise in childhood obesity and how to fix it are the children themselves. By investigating how contemporary cultural discourses of childhood obesity are experienced by children, Laura Backstrom illustrates how deeply fat stigma is internalized during the early socialization experiences of children. Weighty Problems details processes of embodied inequality: how the children came to recognize inequalities related to their body size, how they explained the causes of those differences, how they responded to micro-level injustices in their lives, and how their participation in a weight loss program impacted their developing self-image. The book finds that embodied inequality is constructed and negotiated through a number of interactional processes including resocialization, stigma management, social comparisons, and attribution.
[more]

logo for Harvard University Press
What Money Can’t Buy
Family Income and Children’s Life Chances
Susan E. Mayer
Harvard University Press

Children from poor families generally do a lot worse than children from affluent families. They are more likely to develop behavior problems, to score lower on standardized tests, and to become adults in need of public assistance.

Susan Mayer asks whether income directly affects children's life chances, as many experts believe, or if the factors that cause parents to have low incomes also impede their children's life chances. She explores the question of causation with remarkable ingenuity. First, she compares the value of income from different sources to determine, for instance, if a dollar from welfare is as valuable as a dollar from wages. She then investigates whether parents' income after an event, such as teenage childbearing, can predict that event. If it can, this suggests that income is a proxy for unmeasured characteristics that affect both income and the event. Next she compares children living in states that pay high welfare benefits with children living in states with low benefits. Finally, she examines whether national income trends have the expected impact on children. Regardless of the research technique, the author finds that the effect of income on children's outcomes is smaller than many experts have thought.

Mayer then shows that the things families purchase as their income increases, such as cars and restaurant meals, seldom help children succeed. On the other hand, many of the things that do benefit children, such as books and educational outings, cost so little that their consumption depends on taste rather than income. Money alone, Mayer concludes, does not buy either the material or the psychological well-being that children require to succeed.

[more]

front cover of When Are You Coming Home?
When Are You Coming Home?
How Young Children Cope When Parents Go to Jail
Hilary Cuthrell
Rutgers University Press, 2023
As the United States approaches its 50th year of mass incarceration, more children than ever before have experienced the incarceration of a parent. The vast majority of incarceration occurs in locally operated jails and disproportionately impacts families of color, those experiencing poverty, and rural households. However, we are only beginning to understand the various ways in which children cope with the incarceration of a parent – particularly the coping of young children who are most at risk for the adversity and also the most detrimentally impacted. When Are You Coming Home?  helps answer questions about how young ones are faring when a parent is incarcerated in jail. Situated within a resilience model of development, the book presents findings related to children’s stress, family relationships, health, home environments, and visit experiences through the eyes of the children and families. This humanizing, social justice-oriented approach discusses the paramount need to support children and their families before, during, and after a parent’s incarceration while the country simultaneously grapples with strategies of reform and decarceration.
 
[more]

front cover of When Kids Get Arrested
When Kids Get Arrested
What Every Adult Should Know
Sandra Simkins, Esq.
Rutgers University Press, 2009
Every year, millions of children across the country get arrested. What most adults do not know is that the juvenile justice system has become much more punitive in the last fifteen years. No longer is juvenile court a place where regardless of what happens you get a clean slate when you turn eighteen. Today almost every adjudication of delinquency is accompanied by adult-style fingerprinting, prior record score points, and DNA tests that can stay in a state repository for years. For every stage of the justice system, from arrest to expungement, When Kids Get Arrested gives "top tips" to help adults make the best choices to protect children from long-term negative consequences.

Sandra Simkins provides straight answers to common questions such as:

  • Should I let my child talk to the police without a lawyer?
  • How can I help my child succeed on probation?
  • Should my child admit to the charges or take the case to trial?
  • How will this case impact my child's future? Will it prevent him from getting a job or going into the army?
  • My child has mental health issues. Can the juvenile justice system help?
  • My daughter is out of control. Should I call the police?
  • My son got arrested at school and is now suspended. What should I do next?

Simkins takes complicated legal concepts and breaks them down into easy-to-understand guidelines. She includes information on topics such as police interrogation, detention hearings, and bail, along with state-by-state specifics. When Kids Get Arrested is a perfect resource for parents, social workers, guidance counselors, teachers, principals, coaches, and anyone else who works with children.

[more]

front cover of Why Afterschool Matters
Why Afterschool Matters
Nelson, Ingrid A.
Rutgers University Press, 2017
Increasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, helping to reduce the infamous academic attainment gap between white students and their black and Latino peers. Yet studies of these programs typically focus on how they improve the average academic performance of their participants, paying little attention to individual variation.
 
Why Afterschool Matters takes a different approach, closely following ten Mexican American students who attended the same extracurricular program in California, then chronicling its long-term effects on their lives, from eighth grade to early adulthood. Discovering that participation in the program was life-changing for some students, yet had only a minimal impact on others, sociologist Ingrid A. Nelson investigates the factors behind these very different outcomes. Her research reveals that while afterschool initiatives are important, they are only one component in a complex network of school, family, community, and peer interactions that influence the educational achievement of disadvantaged students.
 
Through its detailed case studies of individual students, this book brings to life the challenges marginalized youth en route to college face when navigating the intersections of various home, school, and community spheres. Why Afterschool Matters may focus on a single program, but its findings have major implications for education policy nationwide.
[more]

front cover of Wild Child
Wild Child
Intensive Parenting and Posthumanist Ethics
Naomi Morgenstern
University of Minnesota Press, 2018

Exploring how the figure of the “wild child” in contemporary fiction grapples with contemporary cultural anxieties about reproductive ethics and the future of humanity

In the eighteenth century, Western philosophy positioned the figure of “the child” at the border between untamed nature and rational adulthood. Contemporary cultural anxieties about the ethics and politics of reproductive choice and the crisis of parental responsibility have freighted this liminal figure with new meaning in twenty-first-century narratives.

In Wild Child, Naomi Morgenstern explores depictions of children and their adult caregivers in extreme situations—ranging from the violence of slavery and sexual captivity to accidental death, mass murder, torture, and global apocalypse—in such works as Toni Morrison’s A Mercy, Cormac McCarthy’s The Road, Lionel Shriver’s We Need to Talk about Kevin, Emma Donoghue’s Room, and Denis Villeneuve’s film Prisoners. Morgenstern shows how, in such narratives, “wild” children function as symptoms of new ethical crises and existential fears raised by transformations in the technology and politics of reproduction and by increased ethical questions about the very decision to reproduce. In the face of an uncertain future that no longer confirms the confidence of patriarchal humanism, such narratives displace or project present-day apprehensions about maternal sacrifice and paternal protection onto the wildness of children in a series of hyperbolically violent scenes.

Urgent and engaging, Wild Child offers the only extended consideration of how twenty-first-century fiction has begun to imagine the decision to reproduce and the ethical challenges of posthumanist parenting.

[more]

front cover of With the Boys
With the Boys
Little League Baseball and Preadolescent Culture
Gary Alan Fine
University of Chicago Press, 1987
What are boys like? Who is the creature inhabiting the twilight zone between the perils of the Oedipus complex and the Strum und Drang of puberty? In With the Boys, Gary Alan Fine examines the American male preadolescent by studying the world of Little League baseball. Drawings on three years of firsthand observation of five Little Leagues, Fine describes how, through organized sport and its accompanying activities, boys learn to play, work, and generally be "men."
[more]

front cover of A World of Many
A World of Many
Ontology and Child Development among the Maya of Southern Mexico
Norbert Ross
Rutgers University Press, 2023
A World of Many explores the world-making efforts of Tzotzil Maya children from two different localities within the municipality of Chenalhó, Chiapas. The research demonstrates children’s agency in creating their worlds, while also investigating the role played by the surrounding social and physical environment. Different experiences with schooling, parenting, goals and values, but also with climate change, water scarcity, as well as racism and settler colonialism form part of the reason children create their emerging worlds. These worlds are not make believe or anything less than the ontological products of their parents. Instead, Norbert Ross argues that by creating different worlds, the children ultimately fashion themselves into different human beings - quite literally being different in the world. A World of Many combines experimental research from the cognitive sciences with critical theory, exploring children’s agency in devising their own ontologies. Rather than treating children as somewhat incomplete humans, it understands children as tinkerers and thinkers, makers of their worlds amidst complex relations. It regards being as a constant ontological production, where life and living constitutes activism. Using experimental paradigms, the book shows that children locate themselves differently in these emerging worlds they create, becoming different human beings in the process.
[more]

logo for University of Massachusetts Press
Writing Themselves into the Movement
Child Authors of the Black Arts Movement
Amy Fish
University of Massachusetts Press, 2024

Between 1967 and 1972, a previously obscure group of authors entered the US cultural spotlight. During this five-year period, at least thirty anthologies of poetry and prose by African American, Latinx, Asian American, and Native American children came out of adult-led workshops, classrooms, and sites of juvenile incarceration. Mass-market publishers, independent imprinters, and local mimeograph machines produced volumes with titles such as I Am Somebody! and The Me Nobody Knows: Children’s Voices from the Ghetto. These young writers actively participated in the Black Arts Movement, and some collaborated with well-known adult authors, most prominently June Jordan. Their anthologies gained national media coverage, occasionally became bestsellers, were quoted by James Baldwin, and even inspired a hit Broadway musical. While writings by children had long attracted adult attention, this flurry of youth writing and publishing was distinguished by the widespread belief that children of color from poor and working-class neighborhoods were uniquely able to speak truth about American racism and inequality.

Focusing on Black and Latinx youth authorship within New York City, and using deep archival research and elegant close readings, Amy Fish examines child-authored texts of this era within the context of their literary production and reception. These young writers were often supervised and edited by white adults, raising concerns about the authenticity and agency of their voices. Fish contends that young authors themselves shared these concerns and that they employed savvy rhetorical strategies of address, temporality, and trope to self-consciously interrogate the perils and possibilities of their adult-influenced work. Young writers thus contributed to the era’s important debates about the nature of authorship and readership within a racist society, while also using their writing as an intimate occasion of self-discovery.

[more]

front cover of Writing through Boyhood in the Long Eighteenth Century
Writing through Boyhood in the Long Eighteenth Century
Age, Gender, and Work
Chantel Lavoie
University of Delaware Press, 2024
Writing through Boyhood in the Long Eighteenth Century explores how boyhood was constructed in different creative spaces that reflected the lived experience of young boys through the long eighteenth century—not simply in children’s literature but in novels, poetry, medical advice, criminal broadsides, and automaton exhibitions. The chapters encompass such rituals as breeching, learning to read and write, and going to school. They also consider the lives of boys such as chimney sweeps and convicted criminals, whose bodily labor was considered their only value and who often did not live beyond boyhood. Defined by a variety of tasks, expectations, and objectifications, boys—real, imagined, and sometimes both—were subject to the control of their elders and were used as tools in the cause of civil society, commerce, and empire. This book argues that boys in the long eighteenth century constituted a particular kind of currency, both valuable and expendable—valuable because of gender, expendable because of youth. 
[more]


Send via email Share on Facebook Share on Twitter