Children in Urban Society: INT 296W (NY: 73262)

Instructor
Office Location
Phone
Office Hours
E-Mail
Meeting Times
Classroom
Teaching Assistant
Fall 2006
Yvonne Rafferty
Psychology Department
41 Park Row, 13th Floor - Room 1308
212-346-1804
Dept. Secretary: 212-346-1506
Tuesdays: 11:30 – 2:30 and 3:30 – 5:30
Thursdays: 4:30 – 6:30
Other Days: Available by Appointment
YRafferty@Pace.edu
Tuesdays 2:30 – 3:25; Thursdays 2:30 – 4:20
Plus additional hours to be arranged
To Be Determined
To Be Announced
Purpose and Requirements of Course
According to the United Nations, children and youth constitute a high percent of the world’s population.
This 6-credit course looks at the development of children in urban societies. It focuses on the socialization
of children in post-industrial, industrial, and developing cities around the world. It examines key issues in
the lives of children (e.g., child rights, globalization, gender, child trafficking, commercial sexual
exploitation, education, health, violence). Students are required to participate in 3 hours of community
service each week in a public or private community-based agency that provides services to children or
adolescents.
Learning Objectives
Through a combination of readings, class discussions and service experiences, students will develop a
clearer understanding of the impact of urbanization on the lives of children and youth. They will also gain
skills for systematically and scientifically analyzing the psychological and sociological dimensions of
childhood using a multicultural perspective. The civic engagement portion of the course will be used to
connect students to real life issues involving children as well as to communal life and child advocacy.
Through reflection of their service experiences, students will gain a deeper awareness of the problems
associated with childhood and the roles they might play as citizens in addressing some of them.
Required Texts
*UNICEF. (2006). Excluded and Invisible: The State of the World’s Children. NY: Author
*UNICEF. (2006). Child Protection Information Sheets. NY: Author
*UNICEF. (2002). A World Fit for Children. NY: Author
*UNICEF. (2006). Annual Report: 2005. NY: Author
*UNICEF. (2006). Progress for Children: A Report Card on Nutrition. NY: Author
*UNICEF. (2006). Progress for Children: A Report Card on Primary Education. NY: Author
*UNICEF. (2005). Gender Achievements and Prospects in Education. NY: Author
*UNICEF. (2005). Children: The Missing Face of AIDS. NY: Author
The Future of Children (select publications). http://www.futureofchildren.org/publications
UNICEF (select publications). http://www.unicef.org/protection/index.html and
http://www.unicef.org/media
Notes:
 See Course Blackboard for additional information (http://Blackboard.Pace.Edu). Please update your email address ASAP.
 Articles noted * are on Electronic Reserve through the Library. Password = Children;
 Articles noted + can be downloaded via BlackBoard (read only).
 Optional Text: Children's Defense Fund. (CDF). (2006). The State of America's Children: Yearbook.
Washington, DC: Author. [check the website – www.cdf.org]
Assignments
This course will require four short reaction papers to readings and topics presented in class (20 points; 5
points each). Students will also be required to keep a log of their civic engagement experience which will be
periodically reviewed by the instructor (25 points). A final, longer paper, will integrate both the service
experience with the academic content of the class (20 points). There will also be 2 short in-class
examinations (25 points). Because the success of this course depends upon the integration of theory and the
reality of our everyday lives, constant dialogue and discussion among us is essential. Therefore, attendance
and class participation will be considered in your final grade (10%). I will evaluate your participation on two
things. First, it is the quality and not the quantity of participation that is most valued. I will be looking at
the quality of your contributions in developing discussion among all of us, not just between you and me.
Second, there will be group projects in which your participation is required. Students are expected to arrive
on time and stay for the entire class period. Cell phones must be turned off. Grades will be adjusted for
classes missed (1/2 grade for 3 absences). Attendance at voluntary placement will also be assessed and grade
will be adjusted for late starters and appointments missed.
Journal: You must write at least one page in your journal each week (about 250 words). Journals will be
collected 3-4 times during the semester. From time to time, you will be given a specific question to address
in your journal, but you must also use it to comment on and respond to the topics and readings each week.
You may wish to write about how and what we discuss in class and how it relates to your own experiences.
The content of journal will not be shared with anyone, unless you give us permission to do so. This
assignment will be evaluated according to how regularly you make entries in the journal and the level of
your engagement with the subject matter of the class. Although the journal may be written informally, it
should not be written carelessly. Please see Course Blackboard for additional information regarding
Journals.
Term Paper: Select a topic that you would like to explore in detail (e.g., education, commercial sexual
exploitation, globalization, human trafficking, violence, child labor, child soldiers, teenage pregnancy,
HIV/AIDS and adolescents, gay/lesbian youth). It is anticipated that you will be able to narrow or broaden
your ideas to a workable topic, to get ideas on resources to help you explore your interests, and to have a
clear direction in which to proceed. In writing your paper, be sure to note the following:
1.
2.
3.
4.
5.
6.
The question or topic you are investigating.
One or more child development theories that relate to your topic.
The research literature that relates to your topic.
What you conclude from the research literature.
The implications of your findings for policy and practice.
An overview and summary of your findings.
Depending on the topic selected, your paper will be approximately 10-15 pages (double space). Be sure to
use non-sexist language. The font size should be 12 point. If you have any questions, please contact me.
2
Academic Integrity
Students must accept the responsibility to be honest and to respect ethical standards in meeting their
academic assignments and requirements. Integrity in the academic life requires that students demonstrate
intellectual and academic achievement independent of all assistance except that authorized by the instructor.
The use of an outside source, including electronics sources, in any paper, report or submission for academic
credit without the appropriate acknowledgement is plagiarism. It is unethical to present as one’s work and
ideas, words or representation of another without the proper indication of the source. Therefore, it is the
student’s responsibility to give credit for any quotation, idea or data borrowed from an outside source.
Student who fail to meet the responsibility of academic integrity subject themselves to sanctions ranging
from a reduction in grade or failure in the assignment or course in which the offense occurred to suspension
or dismissal from the University.
Students with Disabilities
If you have a disability for which you wish to obtain an accommodation or auxiliary aid for this course or
any other course or program at Pace, you must contact the Coordinator of Disability Services located at the
University’s Counseling Center in New York at 212-346-1526 or in Pleasantville at 914-773-3710. The
Coordinator of Disability Services will evaluate your documentation and discuss the accommodation process
with you, provide any necessary referrals, make recommendations or your plan of accommodations, and
assist you in arranging the recommended accommodations with your professors and appropriate
administrators. Professors are not authorized to make such decisions on their own, provide accommodation
or aids prior to your arranging for them through Counseling Services, or to contact the Counseling Center
director about such questions.
Course Outline
Topic #1: Introduction and Course Overview (9/7)
Topic #2: Overview of Child Protection (9/12 and 9/14)
1
UNICEF. (2006). Child Protection Information Sheets. NY: Author
o What is Child Protection?
o Child Protection, the MDGs and the Millennium Declaration.
o Violence against Children. [Topic 10]
o Protecting Children during Armed Conflict. [Topic 4]
o Children Associated with Armed Groups. [Topic 4]
o Children Affected by HIV/AIDS. [Topic 11]
o Birth Registration. [Topic 7]
o Child Labour. [Topic 7]
o Child Marriage. [Topic 7]
o Children in Conflict with the Law. [Topic 10]
o Children without Parental Care. [Topic 7]
o Commercial Sexual Exploitation.[Topic 4]
o Female Genital Mutilation/Cutting. [Topic 11]
o Trafficking. [Topic 4]
1
Fact Sheets can be downloaded from www.unicef.org/protection/index.html
See also: www.unicef.org/media/media_fastfacts.html
3
Topic #3: Overview of Children’s Rights (9/19 & 9/21)
UNICEF. (2006). Excluded and Invisible: The State of the World’s Children. NY: Author
Our Commitment to Children (pp. 1 – 10).
The Root Causes of Exclusion (pp. 11 – 34).
Invisible Children (pp. 35 – 58).
Including Children (pp. 59 – 84).
Working Together (pp. 85 – 87).
Hart, S. N. (1991). From Property to Person Status: Historical Perspective on Children’s Rights.
American Psychologist, 46(1), 53-59. [Library Databases: PsychArticles]
UNICEF. (2002). A World Fit for Children. NY: Author
UNICEF. (2006). Annual Report: 2005. NY: Author
UNICEF. (2005). A Pivotal Decade: 1995 – 2005.
Optional Readings: The Legal Status of Children
 International Society for the Prevention of Cruelty to Children. (2003). Citizen Child: A handbook of
children’s rights and entitlements and adult responsibilities for parents and those who work with
children. Dublin, Ireland
 Cohen, C. P., & Naimark, H. (1991). United Nations Convention on the rights of the child:
Individual rights concepts and their significance for social scientists. American Psychologist, 46(1),
60-65. [Library Databases: PsychArticles]
 Melton, G. B. (1991). Socialization in the Global Community: Respect for the Dignity of Children.
American Psychologist, 46(1), 66-71. [Library Databases: PsychArticles]
 Limber, S. P., & Flekkoy, M. G. (1995). The U.N. Convention on the Rights of the Child: Its
Relevance for Social Scientists. Social Policy Report, IX(2).
Topic #4: Children and Globalization (9/26, 9/28, 10/3, 10/5)
A. Overview
*Fass, P.S. (2003). Children and Globalization. Journal of Social History.
B. Children for Sale/Child Trafficking
Videos: (1) Dateline: Children for Sale; (2) Movie: Born into Brothels
UNICEF. (2006). Child Protection Information Sheets. NY: Author
o Commercial Sexual Exploitation.
o Trafficking.
*Dateline (2004, January 20). Children for Sale: Sex Trafficking in Cambodia.
*Spun, B. (2002). Closed Doors and Childhoods Lost: Child Pornography and Prostitution. Insight on
the News.
*Milloy, M. (2002). Girls, interrupted: The Terrible World of Child Prostitution. Essence.
+Rogers, B. Bitter Harvest: Sexual Exploitation in Thailand. [From Crossroads: Readings in Social
Problems, p. 17; 17 pages]
4
C. Child Soldiers
UNICEF. (2006). Child Protection Information Sheets. NY: Author
o Protecting Children during Armed Conflict.
o Children Associated with Armed Groups.
*Wessells, M. (1997). Child Soldiers. The Bulletin of the Atomic Scientists, 32-39.
D. Child Labor
UNICEF. (2006). Child Protection Information Sheets. NY: Author
o Child Labour.
*Miller, R. R. (2003). Child Labor: The Real Solution. Humanist.
Topic #5: Early Childhood Development (10/10 & 10/12)
Videos: Child Development Observation Videos
Trawick-Smith, J. (2004). Theories of Child Development. [From Early Childhood Development: A
Multicultural Perspective, pp. 40-59.]
*Bowlby, J. (1969). The Invisible Bungee Cord. In Attachment and Loss. Vol 1. Attachment. New York:
Basic Books. (Reproduced in W. E. Dixon, Twenty Studies that Revolutionized Child
Psychology, 127-139).
*Ainsworth, M.D.S., Blehar, M. C., Waters, E., & Wall, S. (1978). What a strange situation. In Patterns
of attachment: A psychological study of the strange situation. (Reproduced in Readings, 140152).
*Harlow, H. F. & Harlow, M. K. (1965). She loves me, but she loves me not. In A. Schrier, H. F.
Harlow, & F. Stollnitz (Eds.), Behavior of nonhuman primates: Modern research trends. New
York: Academic Press. (Reproduced in W.E. Dixon, Twenty Studies that Revolutionized Child
Development, 116-126).
Kagan, J. (1997). Temperament and the reactions to unfamiliarity. Child Development, 68, 139-143.
(Reproduced in J. S. DeLoache, S. C., Mangelsdorf, & E. Pomerantz (Eds.), Current Readings In
Child Development, pp. 128-132).
Optional Readings:
 Werner, E. E. (1989). Children of the Garden Island. Scientific American, 260, 107-111.
(Reproduced in J. S. DeLoache, S. C., Mangelsdorf, & E. Pomerantz (Eds.), Current Readings In
Child Development, pp. 2-6).
Topic #6: Gender Development and Identity (10/17 & 10/19)
Videos: Ma Vie en Rose; Child Development Observation (12.1 Self-Awareness; 14.1 – Gender
Consistency
Jacklin, C. N. & Baker, L.A. Early gender development. (1993). In, S. Oskamp & M. Costanzo (Eds.),
Gender Issues in Contemporary Society. Newbury Park, CA: Sage.
5
*Ryan, Caitlin, & Futterman, D., (2002). Lesbian, gay, and bisexual youth Q&A. The Prevention
Researcher: Resource Issue, 1-7.
Optional Readings:
 Walzer, S. Thinking about the baby: Gender and divisions of infant care. [From Crossroads:
Readings in Social Problems, p. 54: 24 pages]+
Topic #7: Children in Families (10/24 and 10/26)
Videos: (1) City of God; (2) Scared Silent: Exposing and Ending Child Abuse (50 mins.)
UNICEF. (2006). Child Protection Information Sheets. NY: Author
o Birth Registration.
o Child Marriage.
o Children without Parental Care.
UNICEF. (2005). The “Rights” Start to Life: A Statistical Analysis of Birth Registration.
Shields, M. K., & Behrman, R. E. (2004). Children of Immigrant Families: Analysis and
Recommendations. The Future of Children, 14(2).
Jarrett, R. (1999). Successful parenting in high-risk neighborhoods. The Future of Children, 9(2), 45-50.
http://www.futureofchildren.org/publications
*Croontz, S. (2000). Divorce in perspective. In J. M. Charon, (Ed.). Social problems: Readings with four
questions (#24: pp. 201-209). Belmont, CA: Wadsworth-Thompson Learning.
+Straus, M. Discipline and deviance: Physical punishment of children and violence and other crime in
adulthood. [From Crossroads: Readings in Social Problems, p. 54: 24 pages]
Optional Readings:
 Santana, R., & Li, C. J. (2001). Sterilization and financial penalties imposed on registered peasant
couples: Hebei Provence, China. Studies in Families (32(1), 67-78.
 Cooney, R. S., & Li, J. (2001). Sterilization and financial penalties imposed on registered peasant
couples, Hebei Province, China. Studies in Family Planning, 32(1), 67-78.
 Cooney, R. S., et al. The one child certificate in Hebei Province, China: Acceptance and
Consequences, 1979-1988. [From Crossroads: Readings in Social Problems, p. 15: 13 pages]+
 Griffin-Nolan, E. Dealing glue to Third World Children. [From Crossroads: Readings in Social
Problems, p. 16; 9 pages]+
 Knitzer, J. (2000). Helping Troubled Children and Families: A Paradigm of Public Responsibility.
In J. Rappaport and E. Seidman (Eds.), Handbook of Community Psychology (Chapter 23: pp. 541563). New York, NY: Kluwer/Academic/Plenum Publishers.*
 Z&H: Ch.8: Child Abuse and Neglect (pp. 171-198).
Topic #8: Children in Context: The Impact of Poverty on Children (10/31 &
11/2)
*UNICEF. (2006). Progress for Children: A Report Card on Nutrition. NY: Author
Brooks-Gunn, J., & Duncan, G. (1997). The effects of poverty on children. The Future of Children, 7(2),
55-71. http://www.futureofchildren.org/publications
+Ryan, W. Blaming the Victim. [From Crossroads: Readings in Social Problems, p. 10: 22 pages]
6
*Garabino, J. (1999). Children and poverty in America. In R. Heiner (Ed.). Social Problem and Social
Solutions: A Cross-Cultural Perspective. (pp. 39-46). Boston, Allyn and Bacon.
Kozol, J. (2000). Children’s ordinary resurrections. From Ordinary Resurrections: Children in the Years
of Hope.
Rafferty, Y., & Shinn, M. (1991). The impact of homelessness on children. American Psychologist, 46,
1170-1179. [Library Databases: PsychArticles]
Rafferty, Y. (2004). Educating children who are homeless: An overview of the Education for Homeless
Children and Youth Program. In D. Levinson (Ed.). Encyclopedia of Homelessness, (pp. 70-74).
Thousand Oaks, CA: Sage.
Shinn, M., & Bassuk, E. (2004). Families who are Homeless. In D. Levinson (Ed.). Encyclopedia of
Homelessness, (pp. 149-156). Thousand Oaks, CA: Sage.
Buckner, J. (2004). The impact of homelessness on children. . In D. Levinson (Ed.). Encyclopedia of
Homelessness, (pp. 74-76). Thousand Oaks, CA: Sage.
Optional Readings:
 Devaney. B., Ellwood, M., & Love, J. M. (1997). Programs that mitigate the effects of poverty
on children. The Future of Children, 7(2), 88-112. http://www.futureofchildren.org/publications
 McLoyd, V. C. (1989). Socialization and development in a changing economy: The effects of
paternal job and income loss on children. American Psychologist, 44, 293-302. [Library
Databases: PsychArticles]
Topic #9: Education (11/7 & 11/9)
Videos: (1) Brown vs. Board of Education: 50 years later; (2) Kozol: Savage Inequalities
UNICEF. (2005). Gender Achievements and Prospects in Education. NY: Author
*UNICEF. (2006). Progress for Children: A Report Card on Primary Education. NY: Author
*Kozol, J. (2000). American education: Savage inequalities. In J. M. Charon, (Ed.). Social problems:
Readings with four questions (#28: pp. 243-250). Belmont, CA: Wadsworth-Thompson
Learning.
Cappella, E. & Larner, M. (1999). America’s school children: Past, present, and future. The Future of
Children, 9(2), 21-29. http://www.futureofchildren.org/publications
*Gregory, D. (1997). Shame. (Poverty and Education). In D. N. Sattler, & V. Shabatay, Psychology in
Context, 144-147.
+Headdan, S. The Hispanic dropout mystery: A staggering 30 percent leave school, far more than
Blacks or Whites. Why? [From Crossroads: Readings in Social Problems, p. 47: 5 pages]
+Ogbu, J. U. (1994). Racial stratification and education in the United States: Why inequality persists.
Teachers College Record, 96(2), 264-292.
Topic #10: Juvenile Justice and Violence (11/14, 11/16, 11/21)
UNICEF. (2006). Child Protection Information Sheets. NY: Author
o Violence against Children.
o Children in Conflict with the Law.
7
Osofsky, J. (1999). The impact of violence on children. The Future of Children, 9(3), 33-49.
http://www.futureofchildren.org/publications
*Curran, D. J. & Renzetti, C. M. (2000). Social Problems: Society in Crisis. Ch: 3: Crime and the
juvenile justice system (pp. 81-121), Boston, MA: Allyn & Bacon.
Cook, P. J., & Ludwig, J. (2002). The costs of gun violence against children. The Future of Children,
12(2), 87-100. http://www.futureofchildren.org/publications
Garabino, J., Bradshaw, C. P., & Vorrasi, J. A. (2002). Mitigating the effects of gun violence on children
and youth. The Future of Children, 12(2), 73-86. http://www.futureofchildren.org/publications
+Jankowski, M. S. Who joins gangs and why? [From Crossroads: Readings in Social Problems, p. 19; 26
pages]
11/23: Happy Thanksgiving!
Topic #11: Health and Mental Health (11/28, 11/30, 12/5)
Videos: Children of the Tsunami (45 mins)
UNICEF. (2006). Child Protection Information Sheets. NY: Author
o Children Affected by HIV/AIDS.
o Female Genital Mutilation/Cutting.
UNICEF. (2005). Voices of Hope: Adolescents and the Tsumani.
UNICEF. (2005). Children: The Missing Face of AIDS. NY: Author
UNICEF. (2005). Female Genital Mutilation/Cutting: A Statistical Exploration.
Centers for Disease Control & Prevention (2005). Youth Risk Behavior Survey Results.
*Kenny, H., Oiver, L., & Poppe, J. (2002). Mental health services for children: An overview.
National Conference of State Legislatures, Children’s Policy Initiative.
-
Teenage Pregnancy
Levine, R., & Chase-Lansdale, L. (1998). Adolescent pregnancy and parenthood: Recent Evidence and
Future Directions. American Psychologist, 53(2), 152-166. [Library Databases: PsychArticles]
National Association of State Boards of Education. (2000). The Impact of Adolescent Pregnancy and
Parenthood on Educational Achievement: A Blueprint for Education Policymakers’ Involvement
in Prevention Efforts. Alexandria, VA: Author (download free at
www.nasbe.org/Educational_Issues/Reports/teen_pregnancy.pdf
Topic #12: Summary and Integration (12/7 & 12/12)
12/14 – Final Examination.
8