ENG 7063.001
Fall 2003
Wed., 2:00-4:45 p.m.
HSS 3.01.26
Harvey J. Graff
HSS 4.04.20
458-7353; hgraff@utsa.edu
Office hours: Tues., Wed., Thurs. 11-12:00,
and by appointment
Seminar on Cultural Issues
Growing Up in America: Historical, Comparative, and Cultural Perspectives
Childhood and children, the young more generally, and their experiences of growing up reflect,
represent, and exemplify their culture and society. Or so it has long been said. In behavior, in styles
of rearing and raising, in expressions across the media and the plastic arts, modes and experiences
of growing up—it has been urged repeatedly—provide special indicators and clues to the nature of
a social or cultural realm, its values and priorities, its silences and contradictions. If this is true,
"growing up" is a key topic for inquiry across the humanities, arts, and social sciences, and through
time and space.
Did childhood exist in the past, or is it a modern invention? Are childhood and adolescence, as we
have known them, disappearing, as some claim? Are they biological or "natural" and universal
stages of human development, or at least in part the products of society and culture and history? Do
childhood and children have a future? How different from today was growing up in the past? How
did the young mature in past times? What relationship to current patterns does that past have? How
do the young of different class, gender, ethnic, and racial origins compare and contrast with each
other? How have images, ideologies, appropriations, and representations of the young been used?
These questions, resistant to easy answers, raise issues of context, materiality, textuality,
temporality, and critical theories, and their intersections, relationships, and contradictions. They
also ring out with problems for both reading and writing.
This course asks a number of important questions about the changing experiences, expressions and
representations, and meanings of growing up: childhood, adolescence, youth, "coming of age" in
social and cultural historical context. In contrast to most contemporary views, it looks seriously at
the past, at the history of growing up, as a comparison to the present and as the context from which
today's patterns and problems develop. History provides a rich laboratory in which current notions
about growing up--for example, from psychology, anthropology, sociology, human developmental
studies, the arts and letters, and related areas--may be explored and tested. The relevance,
usefulness, and accuracy of theories that relate to growing up will be examined in historical,
comparative, and cultural contexts and probed over a broad expanse of time. Historical
perspectives, this course presumes, have an importance in advancing our understanding of difficult,
often highly emotional, and divisive issues that have not been considered sufficiently or seriously.
A wide variety of sources, including films and novels, and a number of different research traditions
and approaches constitute the course content. Cultural, social, and social policy criticism from a
critical historical and cultural basis are also considered. A new, broad, rich, and interdisciplinary
understanding of growing up and its contemporary and future challenges is the course goal.
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Objectives
The seminar has a number of purposes:
 learning to analyze and critically evaluate ideas, arguments, and interpretations, and
practicing analysis and critical evaluation on different kinds of sources
 developing and practicing skills in written and oral expression
 engaging in an interdisciplinary conversation about children, adolescents, and youth,
including but not limited to the historical, comparative, and cultural study of growing up
and critical approaches to its key aspects, as followed in different disciplines and
professions and when taken together critically and synthetically
 gaining familiarity with some of the major literature in studies of children, adolescents, and
youth across disciplines
 expanding knowledge of and understanding the value of historical approaches to the young
and to growing up
 developing new understandings of the young’s and their representation’s many and
complicated roles and relationships in the development of modern societies, cultures,
polities, and economies
 comparing and critically evaluating different approaches, conceptualizations, theories,
methods, and sources that relate to the study and understanding of growing up in its many
contexts
Assignments & Evaluation
a. Regular reading, attendance, and preparation for each class meeting. Attendance is expected
and taken into account in evaluation.
b. Preparation for class includes writing 6 1-2-page commentary papers offering critical
perspectives and raising questions about the assigned reading in a particular week. Select any 6
class sessions from week 2 to week 12. In addition, I expect each student to come to all other
sessions prepared and with written questions. The questions for the week(s) you lead the seminar
count toward the 6. Papers and questions are due at class at which that topic is discussed. None will
be accepted late.
c. Leadership of one or more seminar sessions.
a, b, & c together=40% of final grade
d. Exploring growing up projects: 2 3-5 page papers. These mini-essays are a kind of think-piece
or intellectual exercise in learning about sources and from critical, historical perspectives.
1) reading the sources of growing up--a brief essay critically evaluating a visual, literary, firstperson, or cinematic source--selected from course materials--for its “usefulness” and value, and its
limits as historical evidence about growing up. Due on Week 7.
2) probing myths, clichés, images, or theories of growing up in historical and cultural contexts—a
brief essay testing or evaluating a common idea, notion, understanding, theory, or myth about any
relevant dimension or aspect of growing up. Due on Weeks 10.
Each paper=15%; 2 papers=30%
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e. Research proposal of 8-12 pages presenting a developed approach to an articulated research
problem, question, or set of related questions in the interdisciplinary study of the young. Due at the
end of the course (date to be announced).
e=30%; due on week 15
Assigned reading. A seminar is pointless, and painful, unless the participants have read the
assigned material with care. I expect you to read all the material assigned for each week's
discussion. Some of the books are out-of-print (not because they have lost their importance or value
but because publishers now take books out of circulation very quickly). However, copies of all of
them are on reserve in the library. So plan ahead. I encourage you to think about useful questions
for discussion, or issues that occur to you after the seminar is over
Leadership of one or more seminar sessions. One (or depending on the number of students in the
class two) student is assigned to lead each seminar. The most important task of this assignment is to
present questions and perspectives on the major topics and issues of that week, and on the reading
specifically, that will generate good discussion. Think about how you will stimulate discussion.
Questions and tasks should be made available to all seminar members prior to class, no later 2:00
p.m. on Tuesdays, via email or at the instructor’s office.
Suggestions: choose particularly important passages in the works for analysis, photocopy them, and
spend some time on their explication. (Better yet, distribute them in advance, along with discussion
questions.) Choose key ideas and terms for elucidation, or focus on the questions the work asks, its
answers, and its relation to larger issues or themes. Collect some reviews from academic journals
and serious publications for nonspecialists and organize discussion around the assessment of these
evaluations. Remember that the goal is not especially to find out what is wrong with the work,
although that is important, but to understand its significance and contribution to larger issues and
questions. Think of ways to identify themes and issues that include specific readings but may also
look back to earlier weeks or look ahead to future weeks’ topics. Depending on class size, the plan
for the session might include breaking into small groups with specific tasks for part of the time.
Seminar leaders are not responsible for the entire session.
Commentary papers. Students should write 6 2-page papers commenting on the week's reading.
These papers should not summarize the book. Rather, they should present your reaction to the
book: what that strikes you as particularly interesting, important, outrageous, thought-provoking or
worth thinking or talking about. They should include questions the reading raises for you and/or
questions you wish to raise about the reading. Those questions as well as your comments will help
you to prepare for seminar sessions. I will make note of these papers, but I will not give them
formal grades. They are very important. They propel you to think about the reading before you
come to the seminar, and they give me a good idea of how you are reading the material and how
you write.
I expect one paper approximately every two weeks, starting with the second week’s reading
assignment. These papers are due at the end of the session at which a book or articles are discussed.
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They are not acceptable later, and they are an integral part of the seminar. To receive credit for the
seminar, you must turn them in on time. I may ask students with especially interesting papers to
share with the whole seminar.
Exploring growing up papers: 2 4-5 page papers. Everyone will write one “reading the sources”
of growing up and one “probing myths, images, clichés, theories” of growing up paper. These miniessays are intended as a kind of think-piece or intellectual exercise in learning about the critical
evaluation and uses of sources, in the case of the first, and in learning from critical, historical
perspectives more broadly, in the case of the second. More broadly, each mini-essay is an
intellectual exercise in learning about growing up in a wider framework, including contemporary
{or possible future) dimensions or aspects, by a careful use of historical approaches; historical
evidence; research findings or complications; conclusions or interpretations; historical and other
comparisons, historical perspectives or modes of understanding; and historical criticism.
Each paper should be based at least in part if not entirely on required readings and relevant class
discussions. The extensive bibliography that accompanies the syllabus will also be very useful in
researching and drafting these exercises. Successful approaches to each assignment’s very general
sets of relationships will define their specific tasks, including historical times, places, and persons,
and their relationships as precisely as possible and set limits to the scope of the paper. Use
footnotes or endnotes and other scholarly apparatus when appropriate or needed.
Consider using one or both of the exploring growing up papers as ground work or testingyou’re
your research proposals.
1) reading the sources of growing up--a brief essay critically evaluating a visual, literary, firstperson, or cinematic source--selected from course materials--for its “usefulness” and value, and its
limits and (possible) abuse as historical evidence about growing up. Use course reading and other
materials, and bibliography for examples and uses by others. Discuss both usefulness and limits,
with an eye to their connection, and, when possible, aim at a balanced conclusion. Consider issues
of context, text and textuality, representativeness and representation, relationship to critical and
other theories, and place in different modes of analysis and interpretation. Be specific. Due on
Week 7.
2) probing myths, images, clichés, theories of growing up in historical and cultural contexts—a
brief essay testing or evaluating a common idea, notion, understanding, theory, or myth about
relevant dimensions or aspects of growing up. Studies and conceptions of children/childhood,
adolescents/adolescence, and youth—“growing up”—past and present are littered with myths,
images, clichés, theories. Although they are often only incompletely or partly erroneous or wrong,
they can and do real damage, sometimes to real human beings, but also in the ways that notions
about the past shape in various ways our understandings of the present. There are, for example,
myths of the past as a “golden age” for the young but also the view that “the history of childhood is
a nightmare from which we have only recently begun to awaken,” as psychohistorian Lloyd
DeMause notoriously put it. Philippe Ariès posed the question: when did idea /ideal of modern
children emerge. If historians responded with criticism or skepticism, others added a superficial
notion of Ariès as undergirding to their theories, from psychology to literary history and art history.
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The relationship of the young and their families to work, for instance, constitutes another arena full
of images, errors, part-truths, and myth that can be contradicted by historical research. Identity and
design a critical test or evaluation of a particular myth, image, or theory about growing up. Use
course materials to help your selection and in conducting your critique. Consider the implications
of your conclusions for studies and interpretations. Due on Week 10.
Research proposal The final written assignment for this course is a formal proposal for a research
project (8-12 pages). It is due at the end of the semester (date to be announced later). In the context
of this seminar, research proposals will define a research problem, a question, or a set of related
questions in the interdisciplinary study of the young, drawing on primary and secondary materials
from more than one discipline or genre, and using, at least in part, a historical and perhaps also a
comparative perspective. Defining that perspective is part of the assignment’s challenge. Topics
should fall within the general scope (broadly defined) of “growing up in America in historical,
cultural, and comparative perspective.” A more detailed set of instructions will be provided. Due on
Week 14 or 15.
Turning in assignments
All work that is turned in for evaluation or grading should be typed, usually double-spaced, with
margins of 1-1 ½ inches on all sides; printed in 12 point font, in a legible type face. Be sure that
your printer ribbon or toner allows you to produce clear copies. Follow page or word limits and
meet deadlines. Follow any specific assignment requirements (formatting or endnotes or
bibliography, for example). Use footnotes and endnotes as necessary and use them appropriately
according to the style guide of your basic field. Commentary papers may be “semi-formal” and also
use short titles (as long as they are clear) instead of footnotes. Your writing should be gender
neutral as well as clear and to the point. If you have a problem, see me, if at all possible, in advance
of due dates. Unacceptable work will be returned, ungraded, to you. There will be penalties for
work submitted late without excuse.
Civility
Mutual respect and cooperation, during the time we spend together each week and the time you
work on group assignments, are the basis for successful conduct of this course. The class is a
learning community that depends on respect, cooperation, and communication among all of us.
This includes coming to class on time, prepared for each day’s work: reading and assignments
complete, focusing on primary classroom activity, and participating. It also includes polite and
respectful expression of agreement or disagreement—with support for your point of view and
arguments--with other students and with the professor. It does not include arriving late or leaving
early, or behavior or talking that distracts other students. Please turn off all telephones, beepers,
electronic devices, etc.
Academic Honesty
Scholastic honesty is expected and required. It is a major part of university life, and contributes to
the value of your university degree. All work submitted for this class must be your own. Copying
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or representing the work of anyone else (in print or from another student) is plagiarism and
cheating. This is unacceptable in this class and also prohibited by the University. Information on
scholastic dishonesty, including plagiarism, is provided in the Student Code of Conduct, Section
203 “Scholastic Dishonesty.” When in doubt, consult the instructor.
Disabilities Services
To receive support services, students with disabilities must register with the Office of Disability
Services (MS 2.03.18; 458-4157-voice; 458-4981-TTY)
Department of History information
The department office is located in HSS 4.04.06 and is open M-F 8-5:00. Ms. Sherrie McDonald,
Administrative Assistant, and Dr. Wing Chung Ng, Chair, are available at 458-4033 or at
history@utsa.edu and will be happy to tell you more about the department’s programs and answer
questions. Ms. Sylvia Mansour (smansour@utsa.edu; 458-4900) is the undergraduate student
advisor, and Dr. Kolleen Guy (kguy@utsa.edu; 458-4371; HSS 4.04.16) is the Graduate Advisor of
Record. The department website is at the following URL:
http://colfa.utsa.edu/colfa/HIST/home.HTM
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Books ordered for bookstores (all paperbound): Note where there is a choice of books
Harvey J. Graff, ed., Growing Up in America: Historical Experiences. Wayne State University
Press, 1987 (used copies)
Linda Pollock, Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge U.P.,
1983
Mary P. Ryan, Cradle of the Middle Class. Cambridge U.P., 1980
Anzia Yezierska, The Bread Givers. Persea, 1975
Joe Austin and Michael Nevin Willard, eds., Generations of Youth: Twentieth Century America.
New York Univ. Press, 1998
J.D. Salinger, The Catcher in the Rye. 1951
W. Norton Grubb and Marvin Lazerson, Broken Promises: How Americans Fail Their Children.
Univ. of Chicago Press, 1988 (used copies as available)
Recommended:
Philippe Ariès, Centuries of Childhood: A Social History of Family Life. Vintage, 1962
Harvey J. Graff, Conflicting Paths: Growing Up in America. Harvard UP, 1995
"Primary": Choose one of each grouping:
Frederick Douglass, Narrative of the Life. . . an American Slave. New American Library, 1968
OR
Lucy Larcom, A New England Girlhood. Northeastern U.P., 1986
Edward Eggleston, The Hoosier Schoolmaster. Indiana U.P., 1984
OR
Stephen Crane, Maggie, A Girl of the Streets. Fawcett, 1960
Richard Wright, Black Boy. Perennial Classic, 1966
OR
E.L. Doctorow, World's Fair. Random House, 1985
OR
Americo Paredes, George Washington Gomez. Arte Publico, 1990
Alix Kates Shulman, Memoirs of an Ex-Prom Queen. Bantam, 1973
OR
Claude Brown, The Children of Ham. Stein and Day, 1976
OR
Sandra Cisneros, The House on Mango Street. Vintage, 1991
OR
Dorothy Allison, Bastard Out of Carolina. Plume1993
* Library reserve reading
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ENG 7063
Fall 2003
Harvey J. Graff
Growing Up in America: Syllabus
Note: suggestions for further reading listed at end of syllabus; *=Library Reserve
Week 1. (8/27) Introduction: Questions, Issues, Approaches
Optional:
*Harvey J. Graff, ed., Growing Up in America: Historical Experiences [GUA] .(Wayne State UP,
1987), Part I, readings 1-4 [Elder, Eisenstadt, Keniston, Rothman]
*Graff, Conflicting Paths: Growing Up in America. Harvard UP, 1995, Preface & Introduction
*Claudia Castaneda, Figurations: Child, Bodies, Worlds. Duke UP 2002, Introduction
Film: "Lord of the Flies" (90)
Week 2. (9/3) "Great Debates" I
*Philippe Ariès, Centuries of Childhood: A Social History of Family Life. Vintage, 1962 (1960),
Part I, esp. chs. I,II,III,V, conclusion; Part II conclusions; skim Part III, pps. 15-61, 100135, 329-336, 398-407, 411-415
*Adrian Wilson, "The Infancy of the History of Childhood: An Appraisal of Philippe Aries,"
History & Theory, 19 (1980), 132-153
*Richard T. Vann, "The Youth of Centuries of Childhood," History & Theory, 21 (1982), 279-297
and select from
*Viviana Zelizer, “Kids and Commerce,” Childhood 9 (2002), 375-396
*Marina Warner, “Little Angels, Little Monsters: Keeping Childhood Innocent,” in her Six Myths
of Our Time (Vintage 1994)
*Alan Prout and Allison James, “A New Paradigm for the Sociology of Childhood?” in
Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological
Study of Childhood, ed. James and Prout (Falmer, 1990), 7-34 (other chapters optional)
*Ludmilla Jordanova, "Children in History: Concepts of Nature and Society," in Children, Parents,
and Politics, ed. Geoffrey Scarre (Cambridge UP, 1989), 3-24
Film: "The Return of Martin Guerre" (111)
Week 3. (9/10) "Great Debates" II
Linda Pollock, Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge, 1983,
chs. 1,2,7, skim other chapters of interest
and select from
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*Keith Thomas, "Children in Early Modern England," in Children and their Books, ed. Gillian
Avery and Julia Briggs (Oxford UP, 1989), 45-77
*Natalie Zemon Davis, "The Reasons of Misrule: Youth Groups and Charivaris in SixteenthCentury France," Past & Present, 50 (1971), 41-75
*J. H. Plumb, "The New World of Children in Eighteenth-Century England," Past and Present, 67
(1975), 64-95
*Margaret J.M. Ezell, "John Locke's Images of Childhood," Eighteenth Century Studies, 17
(1983/84), 139-155
Film: "The Wild Child" (85)
Week 4. (9/17) Seventeenth and Eighteenth-Century: Beginnings of Growing Up in America;
Change and Continuity; Variations on Themes/Eighteenth-Century: Transitions; Rebellions All
Over the Land
GUA, 5-10[Demos, Beales,Walsh, D.B. Smith, Greven, D.S. Smith]
and select from
*Karin Calvert, “Children in American Portraiture, 1670 to 1810,” William and Mary Quarterly,
39 (1982), 33-63
*Linda K. Kerber, "Daughters of Columbia: Educating Women for the Republic, 1787-1805," in
The Hofstadter Aegis, ed. Stanley Elkins and Eric McKitterick (Knopf, 1974). 36-59
*Jacqueline S. Reinier, "Rearing the Republican Child: Attitudes and Practice in PostRevolutionary Philadelphia," William and Mary Quarterly, 39 (1982), 150-163
Week 5. (9/24) Diversity and Early Transformations: Commercialization, Migration,
Urbanization. Family Change and Growing Up Change, c. 1780s-1840s
GUA, 11-17, skip 15 [Kett, Cott, Webber, Smith Rosenberg, Katz-Davey, Stansell][two weeks]
Choose one of
Frederick Douglass, Autobiography. New American Library, 1968 [1845] or
Lucy Larcom, A New England Girlhood. Northeastern UP, 1986 [1889]
Films from the American Social History Project (25 each): “Daughters of Free Men,” “The Five
Points,” "Doing All They Can”
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Week 6. (10/1) Early Modernity: Remaking Growing Up in Nineteenth-Century
America. A Case Study
GUA, 11-17, skip 15 [Kett, Cott, Webber, Smith Rosenberg, Katz-Davey, Stansell][two weeks]
Mary P. Ryan, Cradle of the Middle Class. Cambridge, 1980
optional: Harvey J. Graff, Conflicting Paths: Growing Up in America. Harvard, 1995
Film (optional): "The Molders of Troy" (1990)
Week 7. (10/8) Slouching toward Modern Ways: Contradictions, Change and Continuity in the
Transformations toward Modern Paths of Growing Up/The Incomplete Revolution Among the
Young: Policy, Institutions, the State, Families, and Gender
GUA, 18-21 [Modell et al, Brenzel, West, Bodnar]
and select from:
*Viviana Zelizer, "The Price and Value of Children," American Journal of Sociology, 86 (1991),
1036-1056
*Bruce Bellingham, "Waifs and Strays: Child Abandonment, Foster Care, and Families in MidNineteenth-Century New York," in The Uses of Charity, ed. Peter Mandler (Univ. of
Pennsylvania Press, 1990), 123-160
*_____ "The 'Unspeakable Blessing': Street Children, Reform Rhetoric, and Misery in Early
Industrial Capitalism," Politics & Society, 12 (1983), 303-330
*Linda Gordon, "Single Mothers and Child Neglect, 1880-1920,” American Quarterly, 37
(1985), 173-192
*Michael W. Sedlak, “Youth Policy and Young Women, 1870-1972,” Social Service Review, 56
(1982), 448-464
Choose one of
Edward Eggleston, The Hoosier Schoolmaster. Indiana UP, 1984 [1871] or
Stephen Crane, Maggie. Girl of the Streets. Fawcett, 1960 [1893]
Slides from Canada's Visual History series
first essays due
Week 8. (10/15) Turning the Century: A Progressive Synthesis? Reforming the Young
Joe Austin and Michael Nevin Willard, eds., Generations of Youth: Youth Cultures and History in
Twentieth-Century America [A&W] (NYU Press, 1998), 1, 2, 3, 4 [Getis, Mechling, Odem,
Bloom]
GUA, 22, 23, 24 [Macleod, Troen, Cohen]
and select from
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*Eli Zaretsky, "The Place of the Family in the Origins of the Welfare State," in Re-Thinking the
Family, ed. B. Thorne and M. Yalom (Longman, 1982), 188-224.
*Joan J. Brumberg, “’Something Happens to Girls’: Menarche and the Emergence of the Modern
American Hygienic Imperative,” Journal of the History of Sexuality 4 (1993) 99-127
*David S. Tanenhaus, “Growing Up Dependent: Family Preservation in Early Twentieth-Century
Chicago,” Law and History Review 19 (2001), 547-582 or
*David S. Tanenhaus, “The Evolution of Juvenile Courts in the Early Twentieth Century: Beyond
the Myth of Immaculate Construction,” in A Century of Juvenile Justice, ed. Margaret K.
Rosenheim. Univ. of Chicago 2002, 42-77
Anzia Yezierska, The Bread Givers. Persea, 1975 [1925]
Film: "My Brilliant Career" (101)
Week 9. (10/22) Twentieth-Century Transitions I c. 1900s-1940s
A&W,5, 6, 7 [Scheiner, Fass, Espana-Maram]
GUA, 25, 26 [Modell, Elder]
and select from
*Peter Uhlenberg, "Changing Configurations of the Life Course," in Transitions, ed. Tamara K.
Hareven (Academic, 1978), 65-98
*John Modell and Madeline Goodman, "Historical Perspectives," in At the Threshold: The
Developinq Adolescent, ed. S. Shirley Feldman and Glen R. Elliott (Harvard,1990), 93-122
*Myron P. Gutmann, Sara M. Pullum-Pinon, and Thomas W. Pullum,” Three Eras of Young Adult
Home Leaving in Twentieth-Century America,” Journal of Social History, 35 (2002) 533576
Choose one of
Richard Wright, Black Boy. Perennial Classic, 1966 [1945] or
E.L. Doctorow, World's Fair. Random House, 1985 or
Americo Paredes, George Washington Gomez: A Mexicotexan Novel (Arte Publico Press, 1990)
Optional: *Antonia Casteneda, “Language and Other Lethal Weapons: Cultural Politics and the
Rites of Children as Translators of Culture,” in Mapping Multiculturalism, ed. Avery F.
Gordon and Christopher Newfield (Minnesota, 1996), 201-214
*Richard Griswold del Castillo, La familla: Chicano Families in the Urban Southwest, 1848 to the
Present (Notre Dame, 1984), esp. Ch. 6 “Childrearing”
Film: "Rebel Without a Cause" (111)
Week 10. (10/29) Twentieth-Century Transitions II c. 1940s-1960s
A&W, Part II, 8-13 [Kelley, garcia, Sears, Bailey, Chavez, Rangel] select
GUA, 27-31 [Seeley et al, Gans, Rubin, Stack, Bardwick] select
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and select from
*Susan Cahn, "Spirited Youth or Fiends Incarnate: The Samarcand Arson Case and Female
Adolescence in the American South," Journal of Women's History, 9 (1998), 152-180
*Regina Kunzel, "Pulp Fictions and Problem Girls: Reading and Rewriting Single Pregnancy in
the Postwar United States," American Historical Review, 100 (1995) 1465-1487
J.D. Salinger, The Catcher in the Rye. 1951
Film: "High School" (75)
Second essay due
Week 11. (11/5) Boom! Boom! Baby Boomers! Radical Youth, Conformist Youth
A&W, Select from Part III, 14-26[Austin, Moore, Gaunt, Walser, Wei, Willard, Willis, Roediger,
Addison, Buff, Lipsitz, Bright, Duncombe][for two weeks]
GUA, 32 [Matza]
and select from
*George Lipsitz, "Youth Culture, Rock In' Rock, and Social Crises, II in The Sixties: From
Memory to History, ed. David Farber (North Carolina, 1994), 206-234
*Todd Gitlin, The Sixties: Years of Hope. Days of Rage (Bantam, 1987), Part I, et. passim;
*Michael Brake, Comparative Youth Culture (Routledge, 1985), ch 4., 83- 115
Choose one of
Alix Kates Shulman, Memoirs of an Ex-Prom Queen. Bantam, 1973 or
Claude Brown, The Children of Ham. Stein & Day, 1976 or
Sandra Cisneros, The House on Mango Street or
Dorothy Allison, Bastard Out of Carolina. Plume1993
Optional: *Antonia Casteneda, “Language and Other Lethal Weapons: Cultural Politics and the
Rites of Children as Translators of Culture,” in Mapping Multiculturalism, ed. Avery F.
Gordon and Christopher Newfield (Minnesota, 1996), 201-214
*Richard Griswold del Castillo, La familla: Chicano Families in the Urban Southwest, 1848 to the
Present (Notre Dame, 1984), esp. Ch. 6 “Childrearing”
*Vicki Ruiz, "'Star Struck' : Acculturation, Adolescence, and the Mexican American Woman,
1920-1950," in Building With Our Own Hands: New Directions in Chicana Studies, ed.
Adela de la Torre and Beatriz M. Pesquera (Univ. of California Press, 1993), 109-129;
*Ruiz, "Oral History and La Mujer: The Rosa Guerro Story," in Women on the U.S.-Mexico
Border: Responses to Change, ed. Ruiz and Susan Tiano (Allen & Unwin, 1987), 21-231
*Ruiz, "The Flapper and the Chaperone," in her From Out of the Shadows: Mexican Women in
Twentieth Century America. Oxford, 1998, 51-71
Film: "Street Wise" (92) & “Dirty Laundry” (15)
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Week 12. (11/12) All Fall Down? The Rise and Fall of the Cult of Childhood and Adolescence/
Yesterday, Today,Tomorrow? Is There a Future for Growing Up in the Age of "the childlike
adult and the adultlike child"?
A&W, Select from Part III, 14-26[Austin, Moore, Gaunt, Walser, Wei, Willard, Willis, Roediger,
Addison, Buff, Lipsitz, Bright, Duncombe][for two weeks]
GUA, 33 [Meyrowitz]
*W. Norton Grubb and Marvin Lazerson, Broken Promises: How Americans Fail Their Children.
Univ. of Chicago Press, 1988 [1982], Introduction & Part I, 1-126
and select from
*Gary Alan Fine and Jay Mechling, “Minor Difficulties: Changing Children in the Late Twentieth
Century,” in America at Century’s End, ed. Alan Wolfe (California, 1991), 58-78
*Andrew J. Cherlin, “Going to Extreme: Family Structure, Children’s Well-Being, and Social
Science,” Demography 36 (1999), 421-428
*Robert L. Hampel, “A Generation in Crisis?” Daedalus 127, 4 (Fall 1998) 67-88
*Robin Kelley, "Kickin' Reality, Kickin' Ballistics: 'Gangsta Rap' and Postindustrial Los Angeles,"
Ch. 8 in Kelley, Race Rebels: Culture. Politics. and the Black Working Class (Free Press,
1994), 183-227, 282-294
*Sherry B. Ortner, “Generation X: Anthropology in a Media-Saturated World,” in Critical
Anthropology Now, ed. George E Marcus (School of American Research Press, 1999) 55-87
*Samuel Preston, "Children and the Elderly: Divergent Paths for America's Dependents,"
Demography, 21 (1984), 435-457]
*Andrew J. Cherlin, "The Changing American Family and Public Policy," in The Changing
American Family and Public Policy, ed. Cherlin (Urban Institute, 1988), 1-29; remainder of
volume optional
Film: "Heathers" (102)
[or "Style Wars" (69 mins.) or Switchblade Sisters (90)]
Weeks 13 & 14 (11/19 & 11/26)
No formal class sessions; meetings with instructor and/or peers as necessary
Week 15 (12/3)
class meets at the Graffs
Film: “Switchblade Sisters” (90)
Research proposals due 11/26 or 12/3
13
ENG 7063
Harvey J. Graff
Growing Up in America
Research Proposals
The final written assignment for this course is a formal proposal for a research project. It is
due at the end of the semester (date to be announced later).
In the context of this seminar, research proposals will define a research problem, a question,
or a set of related questions in the interdisciplinary study of the young, drawing on primary and
secondary materials from more than one discipline or genre, and using, at least in part, a historical
and perhaps also a comparative perspective. Defining that perspective is part of the assignment’s
challenge.
Proposals should be no longer than 10-12 double-spaced, typewritten pages, and no shorter
than about 8 pages. Use font size 12. Your topic should fall within the general scope (broadly
defined) of “growing up in America in historical and comparative perspective.” Use the relevant
readings to help you in determining that. Use course materials when they are relevant; you should
not be starting from scratch. Although you may not actually conduct all the research you propose,
draft the paper, or otherwise complete the project, preparing a formal research proposal still
provides a valuable experience in your academic training, one useful and applicable to many other
scholastic or nonacademic tasks.
For this assignment, you will propose formally the research for a seminar or qualifying
paper or a scholarly article of, say, 25-30 pages. Proposals take a variety of general forms, formats,
and organizations. Nevertheless, all research proposals address these key concerns, and for this
course, must also include an explicitly historical perspective:
1) define the research topic, problem(s), and questions.
2) discuss briefly the intellectual context of the subject or background to the research proposed-often in the form of a "literature search" and/or a comment on previous studies and approaches to
the subject.
3) explain your own distinctive approach or research strategy, with specific attention to your
assumptions and use of certain theoretical and critical approaches, your question(s) and/or
hypothesis(es), the ways in which your research can be distinguished from that of other researchers.
4) describe and justify the nature of the historical, cultural, and comparative perspective(s) and/or
approach taken or developed. This includes discussing the “how” of how you plan to conduct your
research, analysis, and interpretation as well as the “why” of why you are using a historical,
cultural, or comparative approach. Use course readings as relevant or appropriate in identifying and
constructing your approach. Indicate how that perspective or dimension will make your study
different from other approaches and the advantages (and also complications, perhaps) from taking
historical and comparative approaches.
14
5) identify, explain, and justify the primary and secondary sources that you anticipate using, and
suggest briefly the problems they may present to you and also their special usefulness for
understanding the subject and answering the questions you propose.
6) identify, describe, and justifying the methods you expect to employ to probe those sources,
including but not limited to historical and comparative methods.
7) identify the anticipated results or outcome (say, on the one hand, what you hope to learn and the
contribution you might make, and, on the other hand, the kind of paper or project you might use to
present the results to a larger audience, including, for example, a Ph.D. supervising committee}.
The proposal should include a bibliography of both primary and secondary sources. This
will help to establish the practicability or do-ability of your project. It also contributes to the
legitimation of your proposal. Present the bibliography in proper and full bibliographic form,
divided (in terms of the usual definitions) into primary and secondary works. Identify library or
archival locations. With the help of UTSA and other reference librarians, use card and electronic
catalogues, print and electronic databases and bibliographies. When relevant, explore the
usefulness of specific nonprint sources. Use course readings and bibliographies as points of origin
and landmarks. If the relevance and usefulness of a specific item is not readily apparent, indicate in
a few words what you take to be its usefulness. In other words, avoid any signs of padding. As
you conduct your own research, be alert for items that might be useful to your colleagues in the
class. That, too, is an important part of academic labor.
The instructor, within the limits of his knowledge and imagination, should be considered
one of your resources; so are your other professors and your peers in the program. We will discuss
your work on proposals, as possible, in class and provide some time for progress reports and raising
general questions.
Note: All written work for this course should be conducted with gender-neutral, nonsexist language
and rhetorical constructions. It is my strong preference that class discussion and oral reports are
also gender-neutral and nonsexist. This is part of a seminar situation in which full respect and
opportunity are accorded by and to all participants. The collegial relationships begun in the
classroom should accompany our relevant relationships with each other elsewhere as well.
Written work should be turned in without cover pages or special folders. Simply put your
name and course identification on the top of the first page and staple in upper left corner. If you
use a dot-matrix printer, please ensure that the ribbon is new and of good quality; papers with faint
or blurry print will not be read. You may use any system for annotation, foot- or endnotes,
bibliography, and the like, that you know or prefer, provided that it is one accepted within the
disciplines of the social sciences and humanities, and that you use it correctly and consistently.
Most common, of course, are University of Chicago/Turabian and MLA. Various style sheets and
guidebooks are sold in the campus bookstore and most other bookstores.
No written work will be accepted late unless very unusual circumstances arise or permission
is granted in advance of the time the paper is due.
Please provide a stamped, self-addressed envelope so your research proposals can be
returned to you after the semester.
15
ENG 7063
Harvey J. Graff
Selected Additional Reading & References
Note: this bibliography makes no effort at inclusiveness, especially of studies relating to schools
and education, given their quantity and easy access,
Constructing the Young
Allison James and Alan Prout, eds., Constructing and Reconstructing Childhood: Contemporary
Issues in the Sociological Study of Childhood (Falmer, 1990)
Diana Gittins, The Child in Question. St Martins, 1998
Chris Jenks, Childhood. Routledge, 1996
Claudia Castaneda, Figurations: Child, Bodies, Worlds. Duke UP 2002
Ludmilla Jordanova, "Conceptualizing Childhood in the Eighteenth Century: The Problem of
Child Labour," British Journal of Eighteenth-Century Studies, 10 (1987), 189-199,
_____, "Children in History: Concepts of Nature and Society," in Children, Parents, and Politics,
ed. Geoffrey Scarre (Cambridge UP, 1989), 3-24
Historical
Week 2-3 "Great Debates"/"Traditions"
Anthony Burton, "Looking forward from Aries: Pictorial and material evidence for the history of
childhood and family life," Continuity and Change, 4 (1989), 203-230
Robert Woods, “Did Montaigne Love His Children? Demography and the Hypothesis of Parental
Indifference,” Journal of Interdisciplinary History, 33 (2003) 421-442
Ilana Krausman Ben-Amos, “Adolescence as a cultural invention: Philippe Aries and the sociology
of youth,” History of the Human Sciences 8 (1995), 69-89
Linda Pollock, Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge, 1983
Lawrence Stone, The Family, Sex and Marriage in England. Harper and Row, 1977
Lloyd DeMause, "The Evolution of Childhood," The History of Childhood, ed. DeMause
(Psychohistory Press, 1974), 1-74
Barbara Hanawalt, Growing Up in Medieval London. Oxford UP, 1993
Colin Heywood, A History of Childhood. Polity, 2001
Michael Mitterauer, A History of Youth. Blackwell, 1993 (1986)
Edward Shorter, The Making of the Modern Family. Basic Books, 1975
David Hunt, Parents and Children in History. Basic, 1970
Louise Tilly and Joan Scott, Women, Work and Family. Holt, Rinehart, 1978
Hugh Cunningham, The Children of the Poor. Blackwell, 1991
Philip Greven, Jr., The Protestant Temperament. Knopf, 1977
John Demos, Past, Present, and Personal. Oxford, 1986
Carl Degler, At Odds: Women and the Family from the Revolution. Oxford, 1980
Steven Mintz and Susan Kellogg, Domestic Revolutions: A Social History of American Family
Life. Free Press, 1988
Mintz, “Regulating the American Family,” Journal of Family History 14 (1989) 387-408
Tamara K. Hareven, Families, History, and Social Change: Life-Course and Cross-Cultural
Perspectives. Westview, 2000
16
Week 4
Edmund Morgan,The Puritan Family. Harper and Row, 1965 (1940)
Work of John Demos, Philip Greven, Jr., etc.
Barry Levy, Quakers and the American Family. Oxford, 1988
Philip Greven, Jr., Four Generations. Cornell, 1970
Daniel Vickers, Farmers and Fishermen. North Carolina, 1994
Gloria L. Main, Peoples of a Spacious Land: Families and Cultures in Colonial New England.
Harvard, 2001
Glenn Wallach, Obedient Sons. Massachusetts, 1997
Karin Calvert, Children in the House: The Material Culture of Early Childhood, 1600-1900.
Northeastern, 1992
Anne S. Lombard, Making Manhood: Growing Up Males in Colonial New England. Harvard, 2004
children in Southern colonies
Week 5-6
Wilma King, Stolen Childhood: Slave Youth. Indiana UP, 1995
Marie Schwartz, Born in Bondage: Growing Up Enslaved in the Antebellum South. Harvard, 2000
Thomas Webber, Deep Like the Rivers: Education in the Slave Quarter Community. Norton 1978
Joseph Kett, Rites of Passage: Adolescence in America. 1790 to the Present. Basic, 1977
John Gillis, Youth and History. Academic Press, 1981
John Springhall, Coming of Age: Adolescence in Britain. Gill and Macmillan, 1986
Harry Hendrick, Imaqes of Youth. ..1880-1920. Oxford UP, 1990
Karin Calvert, Children in the House: The Material Culture of Early Childhood, 1600-1900.
Northeastern, 1992
Christie Anne Farnum, The Education of the Southern Belle. NYU Press, 1994
E. Anthony Rotundo, American Manhood. Basic, 1993
Christine Stansell, City of Women. Knopf, 1986
Jane Hunter, How Young Ladies Became Girls: The Victorian Origins of American Girlhood. Yale
Univerity Press, 2002
Claudia Nelson and Lynne Vallone, eds., The Girl’s Own: Cultural Histories of the AngloAmerican Girl 1830-1915 Georgia 1994
Susan Grey Osterud, Bonds of Community. Cornell, 1991
Joan Jensen, Loosening the Bonds: Mid-Atlantic Farm Women. Yale, 1986
Lee Chambers-Schiller, Liberty. A Better Husband. Yale, 1984
Michael B. Katz, The People of Hamilton Harvard, 1975
Michael B. Katz, et al, The Social Organization of Early Industrial Capitalism. Harvard, 1982
Michael Grossberg, Governing the Hearth: Law and the Family in Nineteenth-Century America.
North Carolina, 1985
_____, A Judgment for Solomon. Cambridge 1996
Peter Bardaglio, Reconstructing the Household: Families, Sex, and the Law in the the NineteenthCentury South. Chapel Hill 1995
Hugh D. Hindman, Child Labor: An American History. M.E. Sharpe, 2002
Gregory J. Downey, Telegraph Messenger Boys. Routledge, 2002
Anne Boylan, Sunday School Yale, 1988
17
James Marten, The Children's Civil War. North Carolina, 1998
Calvert, Children
Weeks 7-8
Viviana Zelizer, Pricing the Priceless Child: The Changing Social Value of Children. Basic, 1985,
Princeton 1994
Gary Cross, Kid's Stuff: Toys and the Changing World of American Childhood. Harvard UP, 1997
David Nasaw, Children of the City at Work and at Play. Doubleday, 1985
Howard Chudacoff, How Old Are You? Age Consciousness in American Culture. Princeton, 1989
Elliott West, Growing Up with the Country: Childhood on the Far Western Frontier. Univ. of New
Mexcio Press, 1989
Timothy Hacsi, Second Home: Orphan Asylums and Poor Families in America. Harvard UP, 1997
Claudia Nelson, Little Strangers: Portrayals of Adoption and Foster Care in America, 1850-1929.
Indian, 2003.
Barbara Melosh, Strangers and Kin: The American Way of Adoption. Harvard, 2002
Kenneth Cmiel, A Home of Another Kind. Chicago, 1995
E. Wayne Carp, ed. Adoption in America: Historical Perspectives. Michigan, 2002
Eric C. Schneider, In the Web of Class: Delinquents and Reformers in Boston. 1810s-1930s. NYU
Press, 1992
Roberta Wollons, ed., Children at Risk in America: History, Concepts, and Public Policy. SUNY,
1993
Barry M. Franklin, From “Backwardness” to “At-Risk”: Childhood Learning Difficulties and the
Contradictions of School Reform. SUNY, 1994
Linda Gordon, Heroes of their Own Lives: The Politics and History of Family Violence.
Penguin/Viking, 1988
Miriam Formanek-Brunell, Made to Play House. Yale UP, 1993/
Steven Schlossman, Love and the American Delinquent. Chicago, 1977
David Tanenhaus, Juvenile Justice in the Making. Oxford, 2003.
Margaret K. Rosenheim et al, eds., A Century of Juvenile Justice. Univ. of Chicago 2002
Barbara Brenzel, Daughters of the State. MIT, 1983
LeRoy Ashby, Saving the Waifs. Temple, 1984
Joan J. Brumberg, Fasting Girls. Harvard, 1988
Viviana Zelizer, "The Price and Value of Children," American Journal of Sociology, 86 (1991),
1036-1056
Bruce Bellingham, "Institution and Family: An Alternative View of Nineteenth-Century Child
Saving," Social Problems, 33 (1986),S33-57
_____, "Waifs and Strays: Child Abandonment, Foster Care, and Families in Mid-NineteenthCentury New York," in The Uses of Charity, ed. Peter Mandler (Univ. of Pennsylvania
Press, 1990), 123-160
_____ "The 'Unspeakable Blessing': Street Children, Reform Rhetoric, and Misery in Early
Industrial Capitalism," Politics & Society, 12 (1983), 303-330
Linda Gordon, "Single Mothers and Child Neglect, 1880-1920,” American Quarterly, 37 (1985),
173-192
18
Michael W. Sedlak, "Young Women and the City: Adolescence, Deviance and the Transformation
of Educational Policy," History of Education Quarterly, 23 (1983), 1-28
_____,"Youth Policy and Young Women, 1870-1972,” Social Service Review, 56 (1982), 448464
Steven L. Schlossman and Stephanie Wallach, "The Crime of Precocious Sexuality," Harvard
Educational Review, 48 (1978), 65-94
David S. Tanenhaus, “The Evolution of Juvenile Courts in the Early Twentieth Century: Beyond
the Myth of Immaculate Construction,” in A Century of Juvenile Justice, ed. Margaret K.
Rosenheim. Univ. of Chicago 2002, 42-77
Michael Willrich, City of Courts: Socializing Justice in Progressive Era Chicago. Cambridge, 2003
Joan J. Brumberg, "'Ruined' Girls: Changing Community Responses to Illegitimacy in Upstate
New York, 1890-1920," Journal of Social History,18 (1984), 247-272
_____, "Chlorotic Girls, 1870-1920: A Historical Perspective on Female Adolescence," Child
Development, 53 (1982), 1468-1477.
Week 9 Life Course and Leaving Home
Michael Anderson, "The Emergence of the Modern Life Cycle in Britain," Social History, 10
(1985), 69-87
Richard Wall, "The Age at Leaving Home," Journal of Family History, 3 (1978), 181-202
_____, “Leaving Home and Living Alone: An Historical Perspective," Population Studies, 43
(1989), 369-389
Frances K. Goldscheider and Calvin Goldscheider, Leaving Home Before Marriage. Wisconsin
1993
Frances Goldscheider, Calvin Goldscheider, Patricia St. Clair, and James Hodges, “Changes in
Returning Home in the United States, 1925-1985,” Social Forces 78 (1999) 695-728
Frances K. Goldscheider, Dennis Hogan, and Regina Bures, “A century (plus) of parenthood:
Changes in living with children, 1880-1990,” History of the Family 6 *2001) 477-494
Myron P. Gutmann, Sara M. Pullum-Pinon, and Thomas W. Pullum,” Three Eras of Young Adult
Home Leaving in Twentieth-Century America,” Journal of Social History, 35 (2002) 533576
Weeks 8-9
References: on "reform," immigration, class, ethnicity, race, high schools, etc. [citations on
request], and/or
Linda Gordon, The Great Arizona Orphan Abduction. Harvard, 1999
Susan Tiffin, In Whose Best Interest? Child Welfare Reform in the Progressive Era. Greenwood,
1982
Kriste Lindenmeyer, "A Right to Childhood": U.S. Children's Bureau. Illinois, 1997
Sonya Michel, Children's Interests Mother's Rights: The Shaping of America's Child Care Policy.
Yale, 1999
Joanne J. Meyerowitz, Women Adrift: Independent Wage Earners in Chicago. 1880-1930. Univ. of
Chicago Press, 1988
Kathy Peiss, Cheap Amusements: Working Women and Leisure in Turn-of-the Century. New
York. Temple, 1986
Nan Enstad, Ladies of Labor. Girls of Adventure. Columbia, 1999
19
Lisa Fine, The Souls of the Skyscraper: Female Clerical Workers in Chicago, 1870-1930. Temple,
1990
Ileen A. DeVault, Sons and Daughters of Labor. Cornell, 1990
Regina G. Kunzel, Fallen Women. Problem Girls. Yale UP, 1993
Ruth M. Alexander, The "Girl Problem": New York. 1900-1930. Cornell UP, 1995
Mary E. Odem, Delinquent Daughters ...1885-1920. University of North Carolina Press, 1995
Lynn D. Gordon, Gender and Higher Education in the Progressive Era. Yale, 1990
Elizabeth Ewen, Immigrant Women in the Land of Dollars. Monthly Review, 1985
Miriam Cohen, Workshop to Office. Cornell, 1992
Week 9-10
Joe Austin and Michael Nevin Willard, eds., Generations of Youth. ..Twentieth Century America.
NYU Press, 1998
Reed Ueda, Avenues to Adulthood: The Origins of the High School in an American Suburb.
Cambridge UP, 1987
Beth Bailey, From Front Porch to Back Seat: Courtship in Twentieth- Century America. Johns
Hopkins, 1988
Paula Fass, The Damned and the Beautiful: American Youth in the 1920s Oxford, 1978
John Modell, Into One's Own: From Youth to Adulthood in the United States, 1920-1975. Univ. of
California, 1989.
Ellen K. Rothman, Hearts and Hands: A History of Courtship in America. Basic, 1984
John D'Emilio and Estelle Freedman, Intimate Matters: A History of Sexuality in America. Harper
and Row, 1988
Jeffrey P. Moran, Teaching Sex. Harvard, 2000
Week 10-11
James Gilbert, A Cycle of Outrage: America's Reaction to the Juvenile Delinquent in the 1950s.
Oxford, 1986
Kathleen Jones, Taming the Troublesome Child. Harvard, 1999
Elaine Tyler May, Homeward Bound: American Families in the Cold War Era. Basic, 1988
William Graebner, Coming of Age. Temple, 1990
Wini Breines, Young. White. and Miserable: Growing Up in the Fifties. Beacon, 1992
Grace Palladino, Teenagers: An American History. Basic Books, 1996
Eric Schneider, Vampires. Dragons. and Egyptian Kings: Youth Gangs in Postwar New York.
Princeton, 1999
Richard Griswold del Castillo, La familla: Chicano Families in the Urban Southwest, 1848 to the
Present (Notre Dame, 1984), esp. Ch. 6 “Childrearing”
George Sanchez, Becoming Mexican American. ..Los Angeles. 1900-1945. Oxford, 1995
David K. Yoo, Growing Up Nisei. 1924-1949. Illinois, 2000
Douglas Monroy, Mexican Los Angeles from the Great Migration to the Great Depression.
California, 1999
writings of Paul Goodman, Edgar z. Friedenberg, David Riesman, etc.
Week 11-12
Gary Alan Fine and Jay Mechling, “Minor Difficulties: Changing Children in the Late Twentieth
Century,” in America at Century’s End, ed. Alan Wolfe (California, 1991), 58-78
20
Andrew J. Cherlin, “Going to Extreme: Family Structure, Children’s Well-Being, and Social
Science,” Demography 36 (1999), 421-428
Marina Warner, “Little Angels, Little Monsters: Keeping Childhod Innocent,” in her Six Myths of
Our Time (Vintage 1994)
Marian Wright Edelman, “The Plight of Our Children: Invest Now or Pay Later,” Proceedings,
American Philoosophical Society 141, 1 March 1997 1-12, and her books
E Michael Foster and Frank F. Furstenberg Jr., “Most Disadvantaged Children: Who Are They and
Where Do They Live?” Journal of Poverty 2 (1998), 23-47
_____, “The Most Disadvantaged Children: Trends over Time,” Social Service Review (1999),
560-578
Robert L. Hampel, “A Generation in Crisis?” Daedalus 127, 4 (Fall 1998) 67-88
Jeffrey Jensen Arnett, “Adolescent Storm and Stress, Reconsidered,” American Psychologist 54
(1999) 317-326
Joe L. Kinchloe, “The New Childhood: Home Alone as a Way of Life,” Cultural Studies 1 (1996)
221-240
Peter C. Scales, “The Public Image of Adolescents,” Society 38, 4 (2001) 64-70
Monica A Payne, “Limitations Unlimited: Interrogating some Finer Points of the ‘Scientific Study’
of Adolescence,” Journal of Youth Studies 4 (2001) 175-194
Nancy Lesko, “Past, Present, and Future Conceptions of Adolescence,” Educational Theory 46
(1996) 453-472
Henry A Giroux, “Public Intellectuals and the Challenge of Children’s Culture: Youth and the
Politics of Innocence,” Review of Education/Pedagogy/Cultural Studies 21 (1999) 193-225.
among his work
Sherry B. Ortner, “Generation X: Anthropology in a Media-Saturated World,” in Critical
Anthropology Now, ed. George E Marcus (School of American Research Press, 1999) 55-87
writings of Kenneth Keniston, Theodore Roszak; anthologies on the Sixties; fiction, films, popular
culture, etc.
David Farber, The Age of Great Dreams. Hill & Wang, 1994
____, ed., The Sixties
"America's Childhood," Daedalus, 122 (Winter, 1993)
Donald Hernandez, America's Children. Russell Sage, 1993
Austin and Willard, eds., Generations of Youth
Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music and Youth Culture.
Routledge, 1994
Sherrie A. Inness, ed., Delinquents and Debutantes. NYU, 1998
Henry Jenkins, ed., The Children’s Culture Reader. NYU, 1998
Beth Bailey, Sex in the Heartland. Harvard, 1999
Rickie Solinger, Wake Up Little Susie: Single Pregnancy and Race before Roe v. Wade.
Routledge, 1882
_____, Beggars and Choosers: How the Politics of Choice Shapes Adoption, Abortion, and
Welfare in the United States. Hill and Wang, 2001
Mike A Males, Framing Youth: 10 Myths about the Next Generation. Common Courage Press
1999
Mike A Males, The Scapegoat Generation: America’s War on Adolescence. Comon Courage Press
1996
21
Heather Monroe Prescott, A Doctor of their Own. Harvard, 1998
Frank F. Furstenberg Jr. and Andrew Cherlin, eds., Divided Families. Harvard UP, 1991
Frank F. Furstenberg Jr et al, Managing to Make It: Urban Families and Adolescent Success.
Chicago 1999
Andrew Cherlin, ed., The Changing American Family. Urban Institute, 1988
Richard R. Nelson and Felicity Skidmore, eds., American Families and the Economy: The High
Cost of Living. National Academy Press, 1983
John L. Palmer, et al, eds., The Vulnerable. Urban Institute, 1988
Shirley Brice Heath and Milbrey W. McLaughlin, eds., Identity and Inner-City Youth. Teachers
College Press 1993
Ellen Greenberger and Laurence Steinberg, When Teenagers Work: The Psychological and Social
Costs of Adolescent Employment. Basic, 1986
Jeylan T. Mortimer, Working and Growing Up in America. Harvard, 2003
Lisa Dodson, Don’t Call Us Out of Name: The Untold Lives of Women and Girls in Poor America.
Beacon 1998
Ruth Sidel, Women and Children Last. Penguin, 1986
_____, On Her Own. Viking, 1990
Rochelle Lefkowitz and Ann Withorn, eds., For Crying Out Loud: Women and Poverty in the
United States. Pilgrim Press 1986
Marie Winn, Children Without Childhood. Penguin, 1984
Valerie Suransky, The Erosion of Childhood. Univ. of Chicago Press, 1982
Neil Postman, The Disappearance of Childhood. Delacorte, 1982
Joel Best, Threatened Children. Chicago, 1990
Alex Kotlowitz, There Are No Children Here. Doubleday, 1991
Duncan Lindsey, The Welfare of Children. Oxford 1994
Dorothy Roberts, Shattered Bonds: The Color of Child Welfare. Basic 2002
Nina Bernstein, The Lost Children of Wilder: The Epic Struggle to Change Foster Care. Pantheon
2001
Marian Wright Edelman, The Measure of Our Success. Beacon, 1992
Jeanne Brooks-Gunn, Allison Sidle Fuligni, and Lisa J. Berline, eds., Early Child Development in
the 21st Century. Teachers College Pres 2003
Fred Hechinger, Fateful Choices: Healthy Youth for the 21st Century. Hill & Wang, 1993
David Hamburg, Today's Children. Times Books, 1992
Irwin Garfinkel, Assuring Child Support. Russell Sage, 1992
Suzanne W. Helburn and Barbara R. Bergmann, America’s Childcare Problem: the Way Out.
Palgrave 2002
Neal Halfton et al, eds. Child Rearing in America: Challenges Facing Parents with Young Children.
Cambridge 2002
Gary S. Katzmann, ed., Securing Our Children’s Future: New Approaches to Juvenile Justice and
Youth Violence. 2002
Paul R Amato and Alan Booth: A Generation at Risk: Growing Up in an Era of Family Upheaval.
Harvard 1997
Nanette J. Davis, Youth Crisis: Growing Up in the High-Risk Society. Praeger 1999
Lilian Rubin, Families on the Fault Line. HarperCollins, 1994
_____, The Transcendent Child: Tales of Triumph Over the Past. Basic Books, 1996
Joy C. Dryfoos. Safe Passage: Making It Through Adolescence in a Risky Society. Oxford 1998
22
William Finnegan, Cold New World. Random House, 1998
Jonathan Kozol, Ordinary Resurrections. Crown, 2000
_____, Amazing Grace. Crown, 1997
Elizabeth Bartholet, Nobody's Children. Beacon, 1999
Jan van der Ploeg and Evert Scholte, Homeless Youth. Sage, 1997
Susan M. Ruddick, Young and Homeless in Hollywood. Routledge 1998
Paul G Shane, What About America’s Homeless Children? Hide and Seek. Sage 1998
Donna Gaines, Teenage Wasteland. Pantheon, 1991
Lois Weis and Michelle Fine, eds. Construction Sites: Excavating Race, Class, and Gender Among
Urban Youth. Teachers College Press 2000
Mihaly Csikszentmihalyi and Reed Larson, Being Adolescent. Basic, 1984
Joseph Adelson, Inventing Adolescence. Transaction, 1986
Francis A.J. Ianni, The Search for Structure: A Report on American Youth. Free Press,
Aaron Esman, Adolescence and Culture. Columbia, 1990
Marlis Buchmann, The Script of Life in Modern Society: Entry into Adult- hood in a Changing
World. Univ. of Chicago Press, 1989
Reed Larson et al, eds., Adolescents’ Preparations for the Future: Perils and Promise. A Report of
the Study Group on Adolescence in the 21st Century. 2002
Jeylan T. Mortimer and Reed W Larson, eds. The Changing Adolescent Experience: Societal
Trends and the Transition to Adulthood. Cambridge 2002
B. Branford Brown et al, eds. The World’s Youth: Adolescence in Eight Regions of the Globe.
Cambridge 2002
Susan Littwin, The Postponed Generation: Why American Youth Are Growing Up Later. William
Morrow 1986
Michael Lee Cohen, The Tweny-Something American Dream. Plume 1994
James E. Cote and Anton L. Allahar, Generation on Hold: Coming of Age in the Late Twentieth
Century. NYU Press 1996
Rob Nelson and Jon Cowan, Revolution X. Penguin 1994
David Lipsky and Alexander Abrams, The Late Bloomers: Coming of Age in Today’s America.
The Rigth Place at the Wrong Time. Times Books, 1994
Paul Rogat Loeb, Generation at the Crossroads: Apathy and Action on the American Campus.
Rutgers 1994
Stephen C. Craig, et al, eds., After the Boom: The Politics of Generation X. Rowman and
Littlefield 1997
Cultural Studies & Criticism
Children’s Literature
Karin Lesnik-Oberstein, Children’s Literature: Criticism and the Fictional Child. Oxford 1994
Jill P. May, Children’s Literature & Critical Theory. Oxford 1995
Jacqueline Rose, The Case of Peter Pan, or the Impossibility of Children’s Fiction. Penn. 1984
Jack Zipes, Sticks and Stones: The Troublesome Success of Children’s Literature from Slovenly
Peter to Harry Potter. Routledge, 2001 among his work
Maria Tatar, Off With Their Heads! Fairy Tales and the Culture of Childhood. Princeton 1992
23
Gillian Avery and Julia Briggs, eds., Children and their Books: a Celebration of the Work of Iona
and Peter Opie. Oxford 1989
Jonathan Cott, Pipers at the Gates of Dawn: The Wisdow of Children’s Literature. McGraw-Hill,
1981
Alison Lurie, Don’t Tell the Grown-Ups: The Subversive Power of Children’s Literature. Little,
Brown 1990 among her work
Mary V. Jackson, Engines of Instruction, Mischief, and Magic: Children’s Literature in England
from its Beginnings to 1839. Nebraska, 1989
Samuel F. Pickering Jr, John Locke and Children’s Books in Eighteenth-Century England.
Tennessee, 1881
_____, Moral Instruction for Children, 1749-1820. George, 1993
U.C. Knoepflmacher, Ventures in Childhood: Victorians, Fairy Tales, and Femininity. Chicago
1998
Kimberley Reynolds, Girls Only? Gender and Popular Children’s Fiction in Britain, 1880-1910.
Temple 1990
Claudia Nelson, Boys Will Be Girls: The Feminine Ethic and British Children’s Fiction 1857-1917.
Rutgers 1991
Gail S. Murray, American Children’s Literature and the Construction of Childhood. Twayne, 1998
Anne Scott MacLeod, American Childhood: Essays on Children’s Literature of the Nineteenth and
Twentieth Centuries. George 1994
_____, A Moral Tale: Children’s Fiction and American Culture 1820-1860. Archon 1975
Gillian Avery, Behold the Child: American Children and Their Books. 1621-1922. Johns Hopkins
1994
Barbara A. White, Growing Up Female: Adolescent Girlhood in American Fiction. Greenwood
1985
Jerry Griswold, Audacious Kids: Coming of Age in America’s Classic Children’s Books. Oxford
1992
Marcia Jacobson, Being a Boy Again: Autobiography and the American Boy Book. Alabama 1994
Patricia Meyer Spacks. The Adolescent Idea: Myths of Youth and the Adult Imagination. Basic
Books 1981
Richard N. Coe, When the Grass Was Taller: Autobiography and the Experience of Childhood.
Yale 1984
John Neuberger, The Fin-de-Siecle Culture of Adolescence. Yale 1992
Gary Westfahl and George Slusser, eds., Nursery Realms: Children in the Worlds of Science
Fiction, Fantasy, and Horror. Georgia 1999
Shirley Foster and Judy Simons, What Katy Read: Feminist Re-Readings of “Classic” Stories for
Girls. Iowa 1995
Claudia Castaneda, Figurations: Child, Bodies, Worlds. Duke UP 2002
Beverly Lyon Clark and Margaret R. Higonnet, eds., Girls, Boys, Books, Toys: Gender in
Children’s Literature and Culture. Johns Hopkins 1999
Ellen Pifer, Demon or Doll: Images of the Child in Contemporary Writing and Culture. Virginia
2000
24
Iona and Peter Opie, Children’s Games in Street and Playground. Oxford, 1984 [among their many
books]
Images & Media
Harry Eiss, ed., Images of the Child. Bowling Green 1984
Anne Higonnet, Pictures of Innocence: The History and Crisis of Ideal Childhood. Thames &
Hudson 1998
James Christen Steward, The New Child: British Art and the Origins of Modern Childhood,
1730-1830.University Art Museum and Pacific Film Archive, University of California,
Berkeley/University of Washington Press, 1995 [exhibition, Berkeley, 1995]
Phillip Hoose, We Were There, Too! Young People in U.S. History. Farrar Straus Giroux 2001
Centuries of Childhood in New York A celebration on the occasion of the 275th anniversary of
Trinity School. New-York Historical Society and Trinity School 1985
Anita Schorsch, Images of Childhood: An Illustrated Social History. Main Street Press (Pittstown,
NJ) 1985
Amanda Dargan and Steven Zeitlin, City Play. Rutgers UP 1990 [City Play project, Museum of the
City of New York 1988-89]
Children’s Aid Society, New York City Street Kids. 136 photographs selected by the Children’s
Aid Society. Dover 1978
Susan Kismaric, American Children. Photographs from the Collection of the Museum of Modern
Art. Museum of Modern Art. Springs Mills Series on the History of Photography 1980
Jane Corkin and Gary Michael Dault, Children in Photography: 150 Years. Firefly Books 1990
[Hongkong Bank of Canada National Touring Exhibit]
Helen Levitt, In the Street. Chalk Drawings and Messages, New York City, 1938-1948. Duke UP
1987
Stephen Shames, Outside the Dream: Child Poverty in America. Aperture/Children’s Defense
Fund 1991 [photos]
"Kids," culturefront, 4, 2 (Summer 1995) [New York Council for the Humanities]
Anuradha Vittachi, Stolen Childhood: In Search of the Rights of the Child. North-South
Productions, Channel Four Television, and Polity Press 1989 [photos and texts]
Peter Braunstein and Michael William Doyle, eds. Imagine Nation: The American Counterculture
of the 1960s and ‘70s. Routledge 2001
Marsha Kinder, ed., Kids’ Media Culture. Duke 1999
Law & Rights
Marjorie Heins, Not in Front of the Children: “Indecency,” Censorship, and the Innocence of
Youth. Hill & Wang, 2001
Newton N. Minow and Craig L. Lamay, Abandoned in the Wastleland: Children, Television, and
the First Amendment. Hill & Wang, 1995
Television
Aniko Bodroghkozy, Groove Tube: Sixties Television and the Youth Rebellion. Duke 2001
JoEllen Fisherkeller, Growing Up With Television. Temple, 2002
25
Tannis M. MacBeth, ed., Tuning In to Young Viewers: Social Science Perspectives on Television.
Sage, 1996
Film
Thomas Doherty, Teenagers and Teenpics: The Juvenilization of American Movies in the 1950s.
Temple 2002
Jon Lewis, The Road to Romance and Ruin: Teen Films and Youth Culture. Routledge, 1992
Timothy Shary, Generation Multiplex: The Image of Youth in Contemporary American Culture.
Texas 2002
Children’s & Youth Cultures
Austin and Willard, eds., Generations of Youth
Henry Jenkins, ed., The Children’s Culture Reader. NYU Press, 1998
Bradford Wright, Comic Book Nation: The Transformations of Youth Culture in America. Johns
Hopkins, 2001
Jason Epstein, ed., Youth Culture: Identity in a Postmodern World. Blackwell 1998
Vered Amit-Talai and Helena Wulff, eds. Youth Cultures: A Cross-Cultural Perspective.
Routledge 1999
Patricia A. Adler and Peter Adler, Peer Power: Preadolescent Culture and Identity. Rutgers 1998
Tracey Skelton and Gill Valentine, eds. Cool Places: Geographies of Youth Cultures. Routledge
1998
Douglas E. Foley, Learning Capitalist Culture: Deep in the Heart of Texas. Texas 1990
Ricardo D. Stanton-Salazar, Manufacturing Hope and Despair: The School and Kin Support
Networks of US-Mexican Youth. Teachers College Press, 2001
Paul Willis, Common Culture. Westview 1990
Andrew Ross and Tricia Rose, eds., Microphone Fiends: Youth Music and Youth Culture.
Routledge, 1994
Jeffrey Jensen Arnett, Metal Heads: Heavy Metal Music and Adolescent Alienation. Westview
1996
Johan Fornas, et al. In Garageland: Rock, Youth and Modernity. Routledge 1995
Johan Fornas and Goran Bolin, eds. Youth Culture in Late Modernity. Sage 1995
Sarah Thornton, Club Cultures: Music, Media, and Subcultural Capital. Wesleyan 1996
Steve Redhead, ed., The Clubcultures Reader. Blackwell 1997
Susan A Phillips, Wallbangin’: Graffiti and Gangs in LA. Chicago 1999
Sunaina Marr Maira, Desis in the House: Indian American Youth Culture in New York City.
Temple, 2002
Gender [but see throughout]
Catherine Driscoll, Girls: Feminine Adolescence in Popular Culture and Cultural Theory. Columbia
2002
Beverly Lyon Clark and Margaret R. Higonnet, eds., Girls, Boys, Books, Toys: Gender in
Children’s Literature and Culture. Johns Hopkins 1999
Shirley Foster and Judy Simons, What Katy Read: Feminist Re-Readings of “Classic” Stories for
Girls. Iowa 1995
Kimberley Reynolds, Girls Only? Gender and Popular Children’s Fiction in Britain, 1880-1910.
Temple 1990
26
Lauraine Leblanc. Pretty in Punk: Girls’ Resistance in a Boys’ Subculture. Rutgers 1999
Deborah Tolman, Dilemmas of Desire: Teenage Girls Talk about Sexuality. Harvard 2002
Mica Nava, Changing Cultures: Feminism, Youth and Consumerism. Sage 1992
Jody Miller, One of the Guys: Girls, Gangs, and Gender. Oxford 2001
Gini Sikes, 8 Ball Chicks. Anchor 1997
Mark S. Fleisher. Dead End Kids: Gang Girls and the Boys They Know. Wisconsin 1998
Material Culture & Consumption/Consumerism
Stephen Kline, Out of the Garden: Toys and Children’s Culture in the Age of TV Marketing.
Verso, 1993
Alex Molnar, Giving Kids the Business: The Commercialization of America’s Schools. Westview
1996
Alissa Quart, Branded: The Buying and Selling of Teenagers. Perseus 2003
Ellen Seiter, Sold Separately: Parents & Children in Consumer Culture. Rutgers 1995
Shirley R. Steinberg and Joe L. Kinchloe, eds. Kinder-Culture: The Corporate Construction of
Childhood. Westview 1997
Gangs, Juvenile (In)Justice, Crime, Race, etc
Scott Cummings and Daniel J. Monti. Gangs. SUNY 1993
Susan A Phillips, Wallbangin’: Graffiti and Gangs in LA. Chicago 1999
James Diego Vigil, A Rainbow of Gangs: Street Cultures in the Mega-City. Texas 2002
_____, Barrio Gangs: Street Life and Identity in Southern California. Texas 1990
Joan W. Moore. Homeboys: Gangs, Drugs, and Prison in the Barrios of Los Angeles. Temple 1978
_____, Going Down to the Barrio: Homeboys and Homegirls in Change. Temple 1991
Arturo Hernandez, Peace in the Streets: Breaking the Cylce of Gang Violence. Child Welfare
League of America 1998
Carola & Marcelo Suarez-Orozco, Transformations: Migration, Family Life,and Achievement
Among Latino Adolescents. Stanford 1995
Peter R. Breggin, MD and Ginger Ross Breggin, The War Against Children of Color. Common
Courage Press 1998
Howard Pinderhughes, Race in the Hood: Conflict & Violence Among Urban Youth. Minnesota
1997
Jewelle Taylor Gibbs, ed. Young, Black,a nd Male in America: An Endangered Species. Auburn
House 1998
Henry A. Giroux, Channel Surfing: Race Talk and the Destruction of Today’s Youth. St. Martins
1997
Scott H. Decker and Barrik Van Winkle, Life in theGang. Cambridge 1996
Daniel J. Monti. Wannabe: Gangs in Suburbs and Schools. Blackwell 1994
James A. Inciardi, Ruth Horowitz, and Anne E. Pottinger, Street Kids, Street Drugs, Street Crime.
Wadsworth 1993
John Hagan and Bill McCarthy, Mean Streets: Youth Crime and Homelessness. Cambridge 1997
Barry C. Feld, Bad Kids: Race and the Tranformation of the Juvenile Court. Oxford 1999
Gary S. Katzmann, ed., Securing Our Children’s Future: New Approaches to Juvenile Justice and
Youth Violence 2002
Jeffrey Fagan and Franklin E. Zimring, eds., The Changing Borders of Juvenile Justice. Chicago
2000
27
Mark D. Jacobs, Screwing the System and Making It Word: Juvenile Justice in the No-Fault
Society. Chicago 1990
Malcolm W. Klein, The American Street Gang. Oxford 1995
Irving A. Spergel. The Youth Gang Problem: A Community Approach. Oxford 1995
Ira M. Schwartz. (In)Justice for Juveniles: Rethinking the Best Interests of the Child. Lexington
Books 1989
Global Perspectives
B. Branford Brown et al, eds. The World’s Youth: Adolescence in Eight Regions of the Globe.
Cambridge 2002
Gaile S. Cannella and Joe L. Kinchloe, eds. Kidworld: Childhood Studies, Global Perspectives, and
Education. Peter Lang 2002
Nancy Scheper-Hughes and Carolyn Sargent, eds., Small Wars: The Cultural Politics of Childhood.
California 1998
Roslyn Arlin Mickelson, ed.: Children on the Streets of the Americas: Globalization,
Homelessness, and Education in the United States, Brazil and Cuba. Routledge 2000
Sharon Stephens, ed., Children and the Politics of Culture. Princeton 1995
28
ENG 7063
Fall 2003
Harvey J. Graff
Growing Up in America: Reserve List
Library Use Only
Harvey J. Graff, ed., Growing Up in America: Historical Experiences.(Wayne State UP, 1987),
Harvey J. Graff, Conflicting Paths: Growing Up in America. Harvard UP, 1995
Claudia Castaneda, Figurations: Child, Bodies, Worlds. Duke UP 2002
*Philippe Ariès, Centuries of Childhood: A Social History of Family Life. Vintage, 1962 (1960)
Adrian Wilson, "The Infancy of the History of Childhood: An Appraisal of Philippe Aries,"
History & Theory, 19 (1980), 132-153
Richard T. Vann, "The Youth of Centuries of Childhood," History & Theory, 21 (1982), 279-297
Viviana Zelizer, “Kids and Commerce,” Childhood 9 (2002), 375-396
Marina Warner, “Little Angels, Little Monsters: Keeping Childhood Innocent,” in her Six Myths of
Our Time (Vintage 1994)
Alan Prout and Allison James, “A New Paradigm for the Sociology of Childhood?” in
Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological
Study of Childhood, ed. James and Prout (Falmer, 1990), 7-34
Ludmilla Jordanova, "Children in History: Concepts of Nature and Society," in Children, Parents,
and Politics, ed. Geoffrey Scarre (Cambridge UP, 1989), 3-24
Linda Pollock, Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge, 1983,
Keith Thomas, "Children in Early Modern England," in Children and their Books, ed. Gillian
Avery and Julia Briggs (Oxford UP, 1989), 45-77
Natalie Zemon Davis, "The Reasons of Misrule: Youth Groups and Charivaris in SixteenthCentury France," Past & Present, 50 (1971), 41-75
J. H. Plumb, "The New World of Children in Eighteenth-Century England," Past and Present, 67
(1975), 64-95
Margaret J.M. Ezell, "John Locke's Images of Childhood," Eighteenth Century Studies, 17
(1983/84), 139-155
29
Karin Calvert, “Children in American Portraiture, 1670 to 1810,” William and Mary Quarterly, 39
(1982), 33-63
Linda K. Kerber, "Daughters of Columbia: Educating Women for the Republic, 1787-1805," in
The Hofstadter Aegis, ed. Stanley Elkins and Eric McKitterick (Knopf, 1974). 36-59
Jacqueline S. Reinier, "Rearing the Republican Child: Attitudes and Practice in PostRevolutionary Philadelphia," William and Mary Quarterly, 39 (1982), 150-163
Frederick Douglass, Autobiography. New American Library, 1968 [1845]
Lucy Larcom, A New England Girlhood. Northeastern UP, 1986 [1889]
Mary P. Ryan, Cradle of the Middle Class. Cambridge, 1980
Viviana Zelizer, "The Price and Value of Children," American Journal of Sociology, 86 (1991),
1036-1056
Bruce Bellingham, "Waifs and Strays: Child Abandonment, Foster Care, and Families in MidNineteenth-Century New York," in The Uses of Charity, ed. Peter Mandler (Univ. of
Pennsylvania Press, 1990), 123-160
Bruce Bellingham,"The 'Unspeakable Blessing': Street Children, Reform Rhetoric, and Misery in
Early Industrial Capitalism," Politics & Society, 12 (1983), 303-330
Linda Gordon, "Single Mothers and Child Neglect, 1880-1920,” American Quarterly, 37 (1985),
173-192
Michael W. Sedlak, “Youth Policy and Young Women, 1870-1972,” Social Service Review, 56
(1982), 448-464
Edward Eggleston, The Hoosier Schoolmaster. Indiana UP, 1984 [1871]
Stephen Crane, Maggie. Girl of the Streets. Fawcett, 1960 [1893]
Joe Austin and Michael Nevin Willard, eds., Generations of Youth: Youth Cultures and History in
Twentieth-Century America [A&W] (NYU Press, 1998)
Eli Zaretsky, "The Place of the Family in the Origins of the Welfare State," in Re-Thinking the
Family, ed. B. Thorne and M. Yalom (Longman, 1982), 188-224.
Joan J. Brumberg, “’Something Happens to Girls’: Menarche and the Emergence of the Modern
American Hygienic Imperative,” Journal of the History of Sexuality 4 (1993) 99-127
30
David S. Tanenhaus, “Growing Up Dependent: Family Preservation in Early Twentieth-Century
Chicago,” Law and History Review 19 (2001), 547-582 or
David S. Tanenhaus, “The Evolution of Juvenile Courts in the Early Twentieth Century: Beyond
the Myth of Immaculate Construction,” in A Century of Juvenile Justice, ed. Margaret K.
Rosenheim. Univ. of Chicago 2002, 42-77
Peter Uhlenberg, "Changing Configurations of the Life Course," in Transitions, ed. Tamara K.
Hareven (Academic, 1978), 65-98
John Modell and Madeline Goodman, "Historical Perspectives," in At the Threshold: The
Developinq Adolescent, ed. S. Shirley Feldman and Glen R. Elliott (Harvard,1990), 93-122
Myron P. Gutmann, Sara M. Pullum-Pinon, and Thomas W. Pullum,” Three Eras of Young Adult
Home Leaving in Twentieth-Century America,” Journal of Social History, 35 (2002) 533576
Richard Wright, Black Boy. Perennial Classic, 1966 [1945]
E.L. Doctorow, World's Fair. Random House, 1985
Americo Paredes, George Washington Gomez: A Mexicotexan Novel (Arte Publico Press, 1990)
Antonia Casteneda, “Language and Other Lethal Weapons: Cultural Politics and the Rites of
Children as Translators of Culture,” in Mapping Multiculturalism, ed. Avery F. Gordon and
Christopher Newfield (Minnesota, 1996), 201-214
Richard Griswold del Castillo, La familla: Chicano Families in the Urban Southwest, 1848 to the
Present (Notre Dame, 1984), esp. Ch. 6 “Childrearing”
Susan Cahn, "Spirited Youth or Fiends Incarnate: The Samarcand Arson Case and Female
Adolescence in the American South," Journal of Women's History, 9 (1998), 152-180
Regina Kunzel, "Pulp Fictions and Problem Girls: Reading and Rewriting Single Pregnancy in
the Postwar United States," American Historical Review, 100 (1995) 1465-1487
J.D. Salinger, The Catcher in the Rye. 1951
George Lipsitz, "Youth Culture, Rock In' Rock, and Social Crises, II in The Sixties: From
Memory to History, ed. David Farber (North Carolina, 1994), 206-234
Todd Gitlin, The Sixties: Years of Hope. Days of Rage (Bantam, 1987), Part I, et. passim;
Michael Brake, Comparative Youth Culture (Routledge, 1985), ch 4., 83- 115
Alix Kates Shulman, Memoirs of an Ex-Prom Queen. Bantam, 1973
31
Claude Brown, The Children of Ham. Stein & Day, 1976
Sandra Cisneros, The House on Mango Street
Norma Cantu, Canicula. (New Mexico 1997)
Dorothy Allison, Bastard Out of Carolina. Plume1993
Vicki Ruiz, "'Star Struck' : Acculturation, Adolescence, and the Mexican American Woman,
1920-1950," in Building With Our Own Hands: New Directions in Chicana Studies, ed.
Adela de la Torre and Beatriz M. Pesquera (Univ. of California Press, 1993), 109-129;
Ruiz, "Oral History and La Mujer: The Rosa Guerro Story," in Women on the U.S.-Mexico
Border: Responses to Change, ed. Ruiz and Susan Tiano (Allen & Unwin, 1987), 21-231
Ruiz, "The Flapper and the Chaperone," in her From Out of the Shadows: Mexican Women in
Twentieth Century America. Oxford, 1998, 51-71
W. Norton Grubb and Marvin Lazerson, Broken Promises: How Americans Fail Their Children.
Univ. of Chicago Press, 1988 [1982]
Gary Alan Fine and Jay Mechling, “Minor Difficulties: Changing Children in the Late Twentieth
Century,” in America at Century’s End, ed. Alan Wolfe (California, 1991), 58-78
Andrew J. Cherlin, “Going to Extreme: Family Structure, Children’s Well-Being, and Social
Science,” Demography 36 (1999), 421-428
Robert L. Hampel, “A Generation in Crisis?” Daedalus 127, 4 (Fall 1998) 67-88
Robin Kelley, "Kickin' Reality, Kickin' Ballistics: 'Gangsta Rap' and Postindustrial Los Angeles,"
Ch. 8 in Kelley, Race Rebels: Culture. Politics. and the Black Working Class (Free Press,
1994), 183-227, 282-294
Sherry B. Ortner, “Generation X: Anthropology in a Media-Saturated World,” in Critical
Anthropology Now, ed. George E Marcus (School of American Research Press, 1999) 55-87
Samuel Preston, "Children and the Elderly: Divergent Paths for America's Dependents,"
Demography, 21 (1984), 435-457]
Andrew J. Cherlin, "The Changing American Family and Public Policy," in The Changing
American Family and Public Policy, ed. Cherlin (Urban Institute, 1988), 1-29; remainder of
volume optional
32
Films
"Lord of the Flies" (90)
"The Return of Martin Guerre" (111)
"The Wild Child" (85)
American Social History Project (25 each): “Daughters of Free Men,” “The Five Points,” "Doing
All They Can”
"The Molders of Troy" (1990)
Slides from Canada's Visual History series
"My Brilliant Career" (101)
"Rebel Without a Cause" (111)
"High School" (75)
"Street Wise" (92)
“Dirty Laundry” (15)
"Heathers" (102)
["Style Wars" (69 mins.)]
Switchblade Sisters (90)
33