Suchergebnisse

This text follows a case in rural Illinois, where in the mid-1990s methamphetamine production & misuse became a big problem &, as a result, child welfare professionals saw an influx of children whose parents were involved with the drug. This is an account of the problems the children faced, and of the efforts to help them.

African-American Children at Church explores African-American socialization beliefs and practices, based on findings of a unique, four-year long study in a Baptist church in Salt Lake City, Utah. By combining the ethnographic approaches of anthropology with the detailed naturalistic observations of developmental psychology, Dr Haight provides a rich description of actual socialization practices along with an interpretation of what those patterns mean to the participants themselves. Based on extensive interviews with successful African-American adults involved with children, this book begins with the exploration of adults' beliefs about socialization issues focusing on the role of religion in the development of resilience. Drawing from naturalistic observations of adult-child interaction, the book then describes actual socialization contexts and practices that help to nurture competencies in African-American children. The text focuses on Sunday School and includes narrative practices and patterns of adult-child conflict and play

Children's experience of disability-related stigmatization is a central social justice issue across cultures. Yet children's voices are rarely heard by policy makers, and available programs for children with disabilities typically lack input from children's own experiences. This paper presents a cross-cultural case study of how three children with disabilities in Japan and the U.S. responded to stigmatization from their "typically-developing" peers. We choose these cases for in-depth examination to contextualize and deepen our understanding of themes identified from our larger, ethnographic study. Similar to the participants in our larger study, these elementary school-aged children experienced disability-related stigmatization, including teasing and bullying. They actively responded to reduce their immediate exposure to stigmatization. Some of these responses, however, created additional challenges. For example, children's physical fighting in response to teasing resulted in punitive discipline in the U.S. Children's avoidance of peers undermined academic achievement and psychosocial development, especially in Japan where peer groups are central contexts for education. Furthermore, children's responses to stigmatization often concealed their peer struggles or were misunderstood by educators, which delayed their access to appropriate support. We discuss social work implications for child-centered programs of support.

Abstract
This ethnographic study explores how Japanese immigrant and temporary resident parents support their children's acculturation to U.S. society. Anti-Asian hatred is a neglected social justice issue with a long history extending to hate crimes during the COVID-19 pandemic. Yet the U.S. population includes an increasing number of Asian immigrants. Some of them, such as recent Japanese immigrants and temporary residents, are from majority groups in their countries of origin, and do not have cultural socialization practices to protect their children from racism and xenophobia. This article focuses on in-depth, individual interviews with 14 Japanese immigrant and temporary resident parents of children attending U.S. local schools. Parents described their cultural socialization as centering on developing a Japanese cultural self, for example, through participation in a Japanese supplementary school. Parents also reported experiences of anti-Asian racism and xenophobia, including social exclusion. However, they typically did not describe preparing children directly for responding to and coping with anti-Asian bias. Rather, they and their children took responsibility for bias directed against them, and avoided drawing attention to their differences. Authors discuss implications for how social workers can recognize distress in Japanese children and effectively support them and others experiencing similar acculturation challenges.

The 19th century roots of social work in social justice movements within immigrant communities continue to thrive in contemporary social work. Yet relatively little attention has focused on the challenges faced by Asian immigrants, currently the second largest immigrant group in the U.S. Indeed, Asians in the U.S. have long been stereotyped as a "model minority," perpetuating the myth that Asian children do not need special attention when acculturating to U.S. schools. Yet parents report obstacles to their children's acculturation, including racism. As part of a larger ethnography, this study examines how Japanese immigrant and temporary resident parents understand their children's acculturation to the U.S. We conducted in-depth, individual interviews with 14 Japanese immigrant and temporary resident parents of school-aged children. They discussed acculturation challenges centered on differences in the Japanese and U.S. cultural self, and how they modified their socialization practices to support their children's acculturation. Rather than employing Japanese child rearing practices that implicitly guide children by shaping their environment, parents shifted to explicit efforts to ensure their children's development of Japanese cultural selves in the U.S. Such practices, however, may result in children losing a sense of independence and autonomy important to both U.S. and Japanese cultural selves. These experiences of Japanese parents challenge the stereotype of Asians as a model minority. We discuss social work implications for culturally appropriate support for acculturation.

This article focuses on children's experiences of the evolving Japanese special education system. Relatively little disability research has focused on non-Western children, which restricts our understanding of the extent to which and how cultures vary in their responses to disability, and the impact of those differences on the developing child. 'Developmental disabilities' is a term used by Japanese educators to refer to various neurologically-based conditions which cause 'milder' difficulties with school functioning, for example, learning disabilities, Attention Deficit Hyperactivity Disorders (ADHD), and Asperger's Syndrome. Public schools in Japan recently implemented formal special education services for children with developmental disabilities. Our previous ethnographic research at Greenleaf Elementary School described how educators and parents balanced new requirements to provide formal individualized services with traditional Japanese practices of educating and socializing children within peer groups, in part, through practices that encourage supportive peer relationships. Using a longitudinal, multiple case study design, we describe how three children with developmental disabilities experienced these socialization practices, focusing on their active, individual efforts to connect with peers. Prior to their involvement in special education, all three children struggled with peer relationships. Over time, they used opportunities provided by educators to connect with peers and find their Ibasho, a place where they felt comfortable and accepted, within their peer groups. Children developed relationships with peers through self-regulating contact with them, and through their specialized interests and play. Understanding the experiences and creative responses of children from diverse cultural and subcultural groups provides a unique perspective from which to view our own disability policies and practices.