More than any other psychologist, Carol Gilligan has helped us to hear girls' voices just when they seem to be blurring and fading or becoming disruptive during the passage into womanhood. When adolescent girls--once assured and resilient--silence or censor themselves to maintain relationships, they often become depressed, and develop eating disorders or other psychological problems. But when adolescent girls remain outspoken it is often difficult for others to stay in relationship with them, leading girls to be excluded or labeled as troublemakers. If this is true in an affluent suburban setting, where much of the groundbreaking research took place, what of girls from poor and working-class families, what of fading womanhood amid issues of class and race? And how might these issues affect the researchers themselves? In Between Voice and Silence Taylor, Gilligan, and Sullivan grapple with these questions. The result is a deeper and richer appreciation of girls' development and women's psychological health.
In an urban public school, among girls from diverse cultural backgrounds--African American, Hispanic, Portuguese, and white--and poor and working-class families, the authors sought a key to the relationship between risk, resistance, and girls' psychological development and health. Specifically, they found cultural differences that affect girls' coming of age in this country. In Between Voice and Silence, the story of the study parallels another, that of African American, Hispanic, and white women who gathered to examine their own differences and to learn how to avoid perpetuating past divisions among women. Together, these two stories reveal an intergenerational struggle to develop relationships between and among women and to hold and respect difference.
From poets to sociologists, many people who write about life on the U.S.-Mexico border use terms such as "border crossing" and "hybridity" which suggest that a unified culture—neither Mexican nor American, but an amalgamation of both—has arisen in the borderlands. But talking to people who actually live on either side of the border reveals no single commonly shared sense of identity, as Pablo Vila demonstrated in his book Crossing Borders, Reinforcing Borders: Social Categories, Metaphors, and Narrative Identities on the U.S.-Mexico Frontier. Instead, people living near the border, like people everywhere, base their sense of identity on a constellation of interacting factors that includes regional identity, but also nationality, ethnicity, and race.
In this book, Vila continues the exploration of identities he began in Crossing Borders, Reinforcing Borders by looking at how religion, gender, and class also affect people's identifications of self and "others" among Mexican nationals, Mexican immigrants, Mexican Americans, Anglos, and African Americans in the Cuidad Juárez-El Paso area. Among the many fascinating issues he raises are how the perception that "all Mexicans are Catholic" affects Mexican Protestants and Pentecostals; how the discourse about proper gender roles may feed the violence against women that has made Juárez the "women's murder capital of the world"; and why class consciousness is paradoxically absent in a region with great disparities of wealth. His research underscores the complexity of the process of social identification and confirms that the idealized notion of "hybridity" is only partially adequate to define people's identity on the U.S.-Mexico border.
While focusing on Central American and Mexican immigrants in New York state, the contributors to this issue—scholars, activists, artists, and filmmakers—situate their work within a national context and consider the paradox of the experience of Latino/a immigrants, who face increasing repression on the one hand and emerging opportunities on the other. Essays address the experience of transnational mothers who leave their children in the care of extended family to pursue low-wage U.S. jobs; the politics of gender and sexuality in immigrant communities; the social practices of day laborers as they wait for work on street corners; and the unlikely pairing of the Virgen de Guadalupe and New York State attorney general Eliot Spitzer as figures to whom Mexican immigrants appeal in their demands for rights and dignity. Other articles address the upsurge of immigrant mobility, anti-immigrant activities, and immigrant advocacy in non-urban locations.
Contributors. James E. Claffey, Carlos Ulises Decena, Alyshia Gálvez, Margaret Gray, Angela Martínez, Melanie Nicholson, Pilar A. Parra, Max J. Pfeffer, Michele G. Shedlin, Carolyn Pinedo Turnovsky
It seems like common sense that children do better when parents are actively involved in their schooling. But how well does the evidence stack up? The Broken Compass puts this question to the test in the most thorough scientific investigation to date of how parents across socioeconomic and ethnic groups contribute to the academic performance of K-12 children. The study's surprising discovery is that no clear connection exists between parental involvement and improved student performance.
Keith Robinson and Angel Harris assessed over sixty measures of parental participation, at home and in school. Some of the associations they found between socioeconomic status and educational involvement were consistent with past studies. Yet other results ran contrary to previous research and popular perceptions. It is not the case that Hispanic and African American parents are less concerned with education than other ethnic groups--or that "tiger parenting" among Asian Americans gets the desired results. In fact, many low-income parents across a wide spectrum want to be involved in their children's school lives, but they often receive little support from the school system. And for immigrant families, language barriers only worsen the problem.
While Robinson and Harris do not wish to discourage parents' interest, they believe that the time has come to seriously reconsider whether greater parental involvement can make much of a dent in the basic problems facing their children's education today. This provocative study challenges some of our most cherished beliefs about the role of family in educational success.
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