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Anti‐Youth Ageism: What It Is and Why It Matters

βœ‡Wiley: Child Development Perspectives: Table of Contents
By: Laura Wray‐Lake， Julia Rottenberg， Heather Kennedy

ABSTRACT

Ageism against older adults has been well studied, yet adolescents also experience ageism in pervasive and harmful ways. In this article, we describe anti-youth ageism as a system of oppression that encompasses negative stereotypes, prejudices, and discrimination against adolescents that uphold power hierarchies and marginalize young people based on their age. Drawing from interdisciplinary theory and research, we examine adolescents' experiences of anti-youth ageism at interpersonal, cultural, and institutional levels, and consider the ways anti-youth ageism is internalized. Across many levels, anti-youth ageism is understood in concert with other systems of oppression such as racism and cis-heterosexism. The field needs a new wave of anti-oppressive developmental science to understand the multilayered, intersectional manifestations of anti-youth ageism and the impacts of anti-youth ageism on various domains of development. Research can help foster the creation of intervention strategies to reduce harm to adolescents and their development.

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Growing Pains: The History of Human Development and the Future of the Field

βœ‡Wiley: Child Development Perspectives: Table of Contents
By: Kathleen C. McCormick， Jane Mendle

ABSTRACT

Research on child development has been advanced by the contributions of human development and human development family science (or studies) departments, which trace their origins to the land grant movement, home economics programs, and the child study movement that coalesced in the United States in the late 19th and 20th centuries. In this article, we detail the main historical influences on the field, as well as contemporary strengths and opportunities for the field. We highlight the interdisciplinarity and applied work that are uniquely inherent strengths of human development and family science/studies. We also discuss challenges that are both historic and contemporary in reviewing how experiences of racial and gender discrimination affected and affect scholars in the field, as well as issues of field identity and purpose. Finally, we recommend that the field acknowledge and publicize its past to capitalize on the strengths of its history and to address historical challenges that remain relevant to the study of human development and family science today.

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Cultural Brokering in Immigrant Families

βœ‡Wiley: Child Development Perspectives: Table of Contents
By: Sivenesi Subramoney， Eric A. Walle， Alexandra Main， Dalia Magaña

ABSTRACT

Cultural brokering refers to the process of youth (i.e., children, adolescents, and emerging adults) from immigrant families interpreting cultural norms for others. Cultural brokering is not an acontextual, individual, or passive experience but varies by context (e.g., situational demands), is interpersonal (e.g., involves the broker and a social partner), and involves the cultural broker serving as a socializing agent. While researchers have sought to understand how cultural brokering affects the broker (i.e., the individual interpreting for others), findings vary. In this article, we advance the understanding of cultural brokering across development by drawing attention to pertinent aspects of this experience that have been largely overlooked. First, we review distinct forms of cultural brokering. Next, we consider how cultural brokering affects the psychological adjustment and well-being of immigrant youth. Finally, we suggest research to deepen the understanding of cultural brokering across development.

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