Annette Lareau: Unequal Childhoods: Class, Race, and Family Life. (University
of California Press, 2003). Lisbeth B. Schorr: Common Purpose: Strengthening ...
Final 3/11/08
P sychol ogy 43217
Sociology 43017 Education, Schooling & Society 40250 Peace Studies 43904
Children & Poverty: Developmental Implications University of Notre Dame
Dr. Jay W. Brandenberger
Spring 2008
143 Center for Social Concerns (now by the lake and Rockne Memorial!)
Tuesdays
Office Hours: By Appointment
3:30 to 6:00 PM
Phone: 631-5293 Fax: 631-4171
Room: 141 Center for Social Concerns
E-mail:
[email protected]
Electronic Syllabus via ND Vista or h ttp://www.nd.edu/~jbr anden/chpov/ The test of the morality of a society is what it does for its children. — Dietrich Bonhoeffer, German theologian who died opposing the Holocaust
Course Overview and Objectives Every fifth child in America faces hunger or poverty. This course examines the impacts of youth poverty and related concerns from the perspectives of developmental and social psychology. Key topics will include conflict resolution and violence prevention, moral development and resiliency within challenging contexts, and educational inequalities/potentials. Central to the course will be an emphasis on children's developing cognitive perceptions of self in relation to society, and an examination of potential solutions, model programs, and relevant social policy. Readings will be drawn from a variety of sources and discussed in seminar format. Active student participation and community-based learning/research are fundamental to the course. O bj e ctive s include: • To examine the impact of poverty, violence, and related concerns on children's physical, cognitive, emotional, and social development (through relevant research, class and media presentations, personal observation and community involvement) • To examine/evaluate (from a developmental perspective) educational efforts, social policies, and model programs attempting to resolve the dilemmas of child poverty and youth at risk. • To build on student involvement in youth concerns, and encourage active, student-directed, and cooperative learning through student research and community-based or service-learning.
Required Texts Ruby K. Payne A Framework for Understanding Poverty (4th revised edition) (aha Process, Inc., 800-424-9484, ISBN 1-929229-48-8)
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Course re adings will be primarily accessed through eRe serve: https://www.library.nd.edu/reserves/ereserves/search.cgi https://www.library.nd.edu/reserves/ereserves/course.cgi?course=2008S_PSY_43217_01
We will also read excerpts from the following recommended books. See course bibliographies for additional suggestions. Recommended Books Jonathan Kozol: The Shame of a Nation (Crown, 2005) Annette Lareau: Unequal Childhoods: Class, Race, and Family Life. (University of California Press, 2003)
Lisbeth B. Schorr: Common Purpose: Strengthening Families and Neighborhoods to Rebuild America (Paperback: August 1998, Doubleday; ISBN: 0385475330)
G. Duncan & J. Brooks-Gunn: Consequences of Growing Up Poor (1999, Russell Sage Foundation, ISBN: 0871541440)
Joy Osofsky (Ed.): Children in a Violent Society (1998, The Guilford Press, ISBN: 1572303875)
LeAlan Jones & Lloyd Newman: Our America: Life and Death on the South Side of Chicago (Washington Square Pr, ISBN: 0671004646) Jonathan Kozol: Amazing Grace: The Lives of Children and the Conscience of a Nation (1996, Harperperennial Library, ISBN: 0060976977) Jonathan Kozol: Ordinary Resurrections: Children in the Years of Hope (2001) Alex Kotlowitz: There are No Children Here: The Story of Two Boys Growing Up in the Other America Robert Coles: The Moral Intelligence of Children (1998) Sheldon Berman: Children’s Social Consciousness and the Development of Social Responsibility (1997)
Requirements This is a student-centered course with an important mission. The course presents an opportunity to make a community contribution while learning. You will be challenged to direct your own learning and contribute to the class overall. Communty Action Re se ar ch Pr oje ct A central focus of the course will be a studentdirected research/writing project. The semester-long project will enable students to actively examine questions arising from community concerns, and to integrate relevant research and experiential observations in a manner that benefits both the class and the community.
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Students will be encouraged to work collaboratively in teams, and to develop a project that contributes directly to children’s concerns. An annotated bibliography (due in February) will help you begin. Projects will be due mid-April. Further details will be given in class. Brief Writing Assignments Brief writing assignments (1 page) will be required weekly in response to readings or other course components. Students are asked to reflect on key texts prior to class discussion. Each will count for 5 points. There is a one-page maximum for each assignment. Please use word-processing. Examination(s) A mid-term evaluation will assist the learning process. Details will be given in class. Students may also take some mastery quizzes. P or tfolio A final portfolio will integrate learning for the course. Students will be asked to demonstrate their learning for the course, and to include an integrative final essay. Portfolios will likely be developed electronically. The portfolios will be due during the final week of class, and presented at the final. Further details will be given in class. Servic e- L e arning and Community-Based Re se ar ch Direct involvement with children in poverty situations via a service or community research is required for the course (potential sites, agency contacts, and the like will be offered). Positive, consistent involvements have the potential to contribute reciprocally to the learning process, the children in need, and the organizations that work with them. It is hoped that student involvement will link naturally with the action research component of the course. Approximately 1-3 hours per week (or 25-30 hours per semester) in the community is required (many students attracted to the course will already be working in various community placements). Optional journal assignments will assist the reflection process. Class P ar ti cipati on Class attendance and participation are essential to creating meaningful dialogue among learners. The first component of a successful seminar is attendance; please do not take this component lightly. Attendance is expected each class period, especially since this is a course that meets once per week. In the rare occurrence that you would need to miss class, please email the instructor, and follow up with a colleague in the class for notes, handouts, and information. Class absences will lead to lower grade. Students are encouraged to contribute ideas, questions, readings, etc., and to take an active role in learning. The course will present opportunities for skill development in the following areas: 1) listening ability, 2) research techniques, 3) critical thinking, 4) verbal/written expression, and 5) creative response/imagination with respect to the concerns studied. Students will be asked to lead discussion and present findings as appropriate. Class Tr avel/Engagement Not everything can be learned on campus. We will have the opportunity to visit relevant sites as a class to enhance our learning via direct contact. Possible site visits: The Robinson Community Learning Center, The Center for the Homeless, the Juvenile Justice Center, and the welfare office. Details will be given in class. Your patience with scheduling, punctuality and flexibility will be appreciated.
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Course-Rel at ed Opportunitie s A variety of outside-of-class opportunities for enhancing understanding and involvement (some are listed at the end of the syllabus) will be presented. Students are encouraged to attend those events relevant to their interests. Some events may be required. Details will be given in class.
Student Evaluation/Grades Active, consistent engagement in the course should lead to positive evaluation. Students will be asked to critique their own learning and give input on grades. Specific components will contribute the following approximate percentages to the overall course grade: Exam/Portfolio
20%
Research/Writing Project 35%
Misc writing assignments
25%
Class Participation
20%
Electronic/Internet Resources A variety of resources are included on a Psychology 43217 web page via ND Concourse, including direct links to sites focusing on children and poverty issues. Use such resources to augment research projects and other course components. W e bCT Concourse: https://concourse.nd.edu/webct/logon/32610077021 Enter your login info (regular NetFile ID and password), then click on Psych 43217 or crosslist (e.g., Soc 43017) Ele c tr onic Re serves for course readings: https://www.library.nd.edu/reserves/ereserves/search.cgi If needed, contact the Reserve Book Room: 631-7578 or 631-6824 Email:
[email protected]
Course w ebpage (in development):
http://www.nd.edu/~jbranden/chpov/
If you would like to assist in the further development of this page, let instructor know.
Li stserv: A class listserv will be used to further class dialogue, announce schedule and room changes if needed, and clarify assignments. Please check email frequently for news from the class. The Listserv email address is: All mail to the list will be archived at: http://listserv.nd.edu/archives/psy43217-01-sp08.html
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Class Schedule
4 3 2 1 7
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E S S
4 0 2 5 0
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S o c
4 3 0 1 7
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Final Version: March 11, 2008
Sp ring 2 008
Date
P s y c h
Class Activity/To pic
I I P S
4 3 9 0 4
J. Brandenberger
Class Preparation/ Readi ngs
(n=15)
Readi ngs should be c om pleted bef ore the date on lef t
Ja nuar y 15
Ov erview of Course and Introducti on t o Y outh Issu es
(Tues.)
• Where we are going, and why
Come ready to learn
• Student Introductions
Build learning community Read: SBT: Jan. 14, 2008 Lead Story
• Youth issues and concerns
Read:
• Status of children/youth (statistics, trends)
Download and rea d document from CDF Facts on Child Poverty (2004) http://www.childrensdefense.org/site/PageServer?pag ename=familyincome_childpoverty_basicfacts
• Methods of study
Read:
• History of childhood
Ja nuar y 22
Chafel & Hadley, chpt. 4, p. 48-71
R. Coles (pp. 64- in readings bk) Zigler (pp. 98-99)
Human Development in Challenging Conte xts Social Toxic Environments
Read
J. Garbarino – Chpt. 1, Raising Children in a Socially Toxic Envir
Culture and child development Children’s Rights
Read: Fact Sheet at http://www.unicef.org/crc/files/Rights_overview.pdf
Structural Violence
Read: J. Gilligan, pages 23-34 in rdgs. Bk.
Poverty Matters: Children, Economics,
Defining Poverty and Why it Matters:
& Demographics
http://www.childrensdefense.org/site/DocServer/definingpove rty.pdf?docID=390
Defining Poverty
Cons ider pr oject op ti ons & ser vice-learni ng: Attend Jan. 23rd Social Concerns Festival 6:00-8:00pm
January 27 (Sunday)
William Julius Wilson: Poverty and Inequality in Urban America Attend this campus-wide presentation sponsored by the CSC 7:30 PM in 101 Debartolo Hall
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Ja n. 29
Ri sk Fact or s, He alth, and Developmental Asset s Physical Development Health Challenges
Read by email: Chafel et al., chpt. 19, pgs. 15-18 Consult: Schorr, 1988, chpt. 5 Consult: Bolig, Borkowski, & Brandenberger chpt.
Interaction of Risk Factors
Consult:
Schorr, 1988, intro & chps 1, 2
Homeless Children & Families
Consult :
Kozol, Rachel & Her Children
AB C News Vi deo Waiti ng f or t he Wo rld to Cha nge
Meet at CSC or 1035 Notre Dame Ave 289-7017
http://www.abcnews.go.com/2020/story?id=2819991&page=1
Developmental Assets
Feb. 5
Benson et al.
Soci al Cognition: Thinking about S elf, World, and P ot enti al Attitudes Toward Poverty and Justice
Read: Ch afel: So cietal Images of P overty
JustWorld Phenomena Locus of control Self perspectives and the future Achievement Motivation
Read Myers, pgs. to be distributed Complete Locus of control instrument Read Pa yne , Framework… , Intro and Chapter 1
Hidden Rules of Class
Read P ayne, chap ters 2 an d 3
Language and Social Class
Feb. 12
Feb. 19
Soci al Cognition: Views of Children Listen to: Ghetto Life 101
Consult: Our America (Jones & Newman) Consult: Payne, chapters 5 and 6
Possible Selves
Consult: Day et al., pgs. 95-105
Family Life: Class, P ar enting, and the Str ain of Living Poor Generational Poverty
Read Whitehead, Coontz in Rdgs. bk., pp. 100-101
Consult Payne, chapt 4 (generational poverty)
Parent – Child Inte racti ons • Attachment and parenting styles • The Strain of Living Poor • Psychopathology • Child Abuse & Neglect
Read: McLoyd & Wilson, on reserve: 126-141
Unequal Childhoods:
Read: A. Lareau, chpts frm Unequal Childhoods
Class & Pare nting
Mid-Term Evaluation
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Feb. 26
Violence and Youth Violence as a public health issue View B. Moyers Frontline video, part 1
Review: APA on Youth Violence: http://www.apa.org/ppo/issues/pbviolence.html
The Development of Aggression
Consult: Garbarino, Lost Boys
The Role of Shame/Class
Read: J. Gilligan: pp 53-58 in rdgs bk
Violence: Misc Topics
Read: Osofsky, pp. 124-130 in rdgs bk
Gangs / Alternatives
Consult: excerpts from Monster, pp 89-94 rdgs bk
Role of Television (Frontline video) Prevention
Read: Gilligan, Preventing Violence, eReserve
March 4
Spring Brea k: No C lass
Enjoy, renew Observe youth in contexts, news
March 1 1
Re silience, M ent oring, and Ethical Development of Youth at Risk Video: Listening to Children by R. Coles
Read Coles, The Moral Live of Children Read Haan, on resliency Read: Challener, on eReserve
March 1 8
Mentoring
Optional Edelman on mentoring
Ethical Development & Youth at Risk
Consult: Coles, The Moral Intelligence of Children
Violence Pr eventi on: Juvenile Justi ce and Beyond Visit to Juvenile Jus tice Center 1000 S. Michigan St. 235-5437
Arrive at 3:45 PM Vicki Mc: 235-5424
Presenter: Vicki McIntire
Consult: Osofsky, chapts. 1-3
March 2 5
Educati on: L e arning and Critical P edagogy Child Care and Head Start
Consult: Schorr, 1988, chpts. 8, 9 Read: Schorr, 1997, Chpt. 8 Consult Escalante, on eReserve
Critical Pedagogy Conflict Resolution
Read: Freire, pp. 354-361 Consult: McLaren , pp. 215-218
Educ. Alternatives
Consult: Waging Peace in Our Schools
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April 1
Educati on: School s and Te ach ers
Read Coles, rdgs. bk, p. 47-50
Presenter (3: 45 to 4:4 5 pm):
Aly ssia Coa tes, Di rector Upward Bound College Preparatory Program at ND
[email protected]
No Formal Class Meeting This Week
Draf t of p ro ject due to e xchange f or feedback
Use regul ar time on Tue sda y to wor k o n project s: foc us, write , edit
Meet as groups in CSC 141 or elsewhere
April 15
An Internati onal P er spe ctive
Final Pr oje ct Due
How do taxes support youth?
View: B orn Into Brothels,
April 8
Further readings to be outlined
(revised, edited, f inal form)
Invisible Children, or Innocent Voi ces
and D inner with Cla ss
at 1035 Notre Dame Ave. or CSC
Ch ild Advoc ac y, Succe ssf ul Program s, Soc ial Pol ic y, a nd Welfare
April 22
US Catholic Bishops' Writings
Rdgs. bk., pages 74-80 and 115-119
Social P olicy
Read: Schorr, L.
Plan Action Research Presentation
Please plan ahead if you need access to PowerPoint Plan to use the presentation time creatively
Colleague Pr e sent ations Youth a nd Me nt ors, by A. Mathew, B. Johnson, L. Miller, N. Rauch, G. O’Donnell, & B. Gorman Nutr iti on & Sch ool Perf or mance , by T. Hancock, A. Breuer, P. Nava, K. O’Leary, K. Annen, & E. Gonzales
April 29
Colleague Pr e sent ations Foster C are: Cre ative Altern atives , by M. Neville, J. Faarup, & S. Walorski, K. Dinnebeil, & J. Kaczamarek
Ma y 2 nd
Ma y 9 (Fr ida y)
––––––––––––––––––––––––>
Por tf olios Due b y n oon, Ma y 2 nd
Final E xa m /Portfol io Prese ntat io n 10:30 am to 12:30 pm ——————>
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Course-Related Opportunities The following activities and opportunities will augment classroom learning. Student participation may be required at some. Other opportunities will be announced.
Childre n's Defe nse Fund
Conferences/Misc
Consider attending a CDF conference or regional workshop. Individuals and groups from the class have attended before, with strong reviews. Financial support may be available from departments, residence hall, and the like. And use CDF as an overall resource: For more information: http://www.childrensdefense.org http://www.childrensdefense.org/site/PageServer?pagename=studentoutreach_shout_movement
Consider joining the Children’s Defense Fund chapter at Notr e Dame: CDF-ND http://www.nd.edu/~cdf/main.htm
Contact: Cici Zh ang
Childre n and Poverty Se minar
Spring 2008
This one-credit experiential Social Concerns Seminar will be offered this spring concurrent with our course. This Seminar centers around an immersion in New York City, and would provide rich additional learning. Applications are available via the Center for Social Concerns web site. Contact Elizabeth Sauer at . Consider other Center Seminars with a focus on youth (i.e., the David School site of the Appalachia Seminar): Apply online: http://socialconcerns.nd.edu/academic/spring/spring.shtml Seminar applications are due January 17, 2008.
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Bibliography/Additional Re adings: Brief List It Takes a Nation: A New Agenda for Fighting Povery. (1998), by Rebecca Blank. Princeton University Press. The Public Assault on America’s Children: Poverty, Violence, and Juvenile Injustice. (2000). By V. Polakow, Ed. NY: Teachers College Press. Class Matters. (2005) by Keller, B. NY: Times Books The Working Poor: Invisible in America. (2005), by D. Shipler. Vintage. Child Well-Being, Child Poverty and Child Policy in Modern Nations. (2001) by K. Vleminckx, K. UK: Policy Press. One Nation, Underprivileged: Why American Poverty Affects Us All. (2004), by M.R. Rank. USA: Oxford University Press. Understanding Poverty (2002), by S. Danziger & R. Haveman, Eds. Russell Sage Foundation Books at Harvard University Press. Poverty in America: A Handbook (2006), by J. Iceland. University of California Press The New World of Welfare. (2002) by R. Blank. Brookings Institution. The Invisible Safety Net: Protecting the Nation's Poor Children and Families. (2006) by J. Currie. Princeton University Press. Stress, Coping, and Resiliency in Children and Families. (1996), by E. M. Hetherington. Lawrence Erlbaum.
There can be no keener revelation of a society’s soul than the way in which it treats its children. — President Nelson Mandela, South Africa
We are guilty of many errors and many faults but our worst crime is abandoning the children, neglecting the fountain of life. Many of the things we need can wait. The child cannot. Right now is the time his bones are being formed, his blood is being made, and his senses are being developed. To him we cannot answer “Tomorrow.” His na me is “Today.” — Gabriela Mistral, Nobel Laureate http://www.childrensdefense.org/site/DocServer/KatrinaReport.pdf?docID=1421
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