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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.
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, first-person, 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.
Each paper=15%; 2 papers=30%
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. 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 mini-essays 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, first-person, 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.
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.
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.
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.
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 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.
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
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
"Primary": Choose one of each grouping:
Frederick
Douglass, Narrative of the Life. . . an American Slave. New American
Library, 1968
Lucy
Larcom, A New England Girlhood. Northeastern U.P., 1986
Edward
Eggleston, The Hoosier Schoolmaster. Indiana U.P., 1984
Stephen
Crane, Maggie, A Girl of the Streets. Fawcett, 1960
Richard
Wright, Black Boy. Perennial Classic, 1966
E.L.
Doctorow, World's Fair. Random House, 1985
Americo
Paredes, George Washington Gomez. Arte Publico, 1990
Alix Kates
Shulman, Memoirs of an Ex-Prom Queen. Bantam, 1973
Claude
Brown, The Children of Ham. Stein and Day, 1976
Sandra
Cisneros, The House on Mango Street. Vintage, 1991
Dorothy Allison,
Bastard Out of Carolina.
Plume1993
* Library
reserve reading
ENG 7063
Harvey J. Graff
Note: suggestions for further reading listed at
end of syllabus; *=Library
Reserve
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)
*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, 100- 135, 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)
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
*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
Sixteenth- Century 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 Post- Revolutionary 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”
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 Mid- Nineteenth-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]
first
essays due
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]
and
select from
*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)
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) 533- 576
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)
A&W,
Part II, 8-13 [Kelley, garcia, Sears, Bailey, Chavez, Rangel] select
GUA, 27-31
[Seeley et al, Gans, Rubin, Stack, Bardwick] select
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
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
Alix Kates
Shulman, Memoirs of an Ex-Prom Queen. Bantam, 1973 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)
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)]
Film: “Switchblade
Sisters” (90)
Growing Up in America
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.
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.
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,
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
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
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
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
Anglo- American 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 Nineteenth- Century 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
James
Marten, The Children's Civil War. North Carolina, 1998
Calvert, Children
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-Nineteenth- 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, "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),
448- 464
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.
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) 533- 576
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
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
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
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.
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
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
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
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
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
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
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
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of volume optional
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)
"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)