The Influence of Gender and Ethnicity on Children's Inferences About Toy Choice

By 4–5 years of age children can make gender‐congruent inferences about toys. Not only do they respond differentially to gender labels attached to toys, even without such labels they make inferences about toy choice that reflect an awareness of and identification with their gender in‐group. However it is unclear how far inferences about toy choice extend to other aspects of a child's social identity. The present study explored the influence of both gender and ethnicity on children's judgements on toy choice for themselves and others. Eighty‐four children in three age groups (5, 6–7, 8–9 yrs) were shown photographs of unfamiliar toys and unfamiliar children from three ethnic groups (white, black, Asian) and were asked to rate how much they and these children would like each toy. Boys consistently predicted that Asian children would like the toys less than other ethnic groups. Ethnicity influenced inferences from 6–7 years old where children predicted that white, black and Asian peers would like the toys differently from each other. Children at 8–9 years old predicted that Asian peers would like the toys less than both white and black peers. Analysis of differences between children's own liking and predictions for same‐ and opposite‐sex others revealed that they were gendercentric. That is, children predicted that a same‐sex child would like a toy more similarly to themselves compared to an opposite‐sex child. Analysis between white and Asian children's own liking and predictions for same‐ and other‐ethnic others found that only 6–7‐year‐olds made ethnocentric inferences. That is, same‐ethnic peers’ liking was rated more similar to children's own compared to that of other‐ethnic peers. Findings are discussed in light of cognitive developmental theories and previous work on the development of perspective‐taking skills.     

A STAGE MODEL OF SOCIAL MOVEMENT CO-OPTATION: Community Mediation in the United States

The community mediation movement in the United States arose in the late 1970s as an alternative to a formalized justice system that was perceived to be costly, time consuming, and unresponsive to individual and community needs. Community mediation advocates also valued community training, social justice, volunteerism, empowerment, and local control over conflict resolution mechanisms. But over the past quarter century, community mediation has become increasingly institutionalized and has undergone various degrees of co-optation in its evolving relationship with the court system.
Drawing on the literatures of dispute resolution, co-optation, and social movements, we analyze the evolution of community mediation and identify the degrees and dimensions of its co-optation. Thus, we develop a four-stage model of co-optation as it has occurred within the community mediation movement, identifying multiple steps in each stage. This analysis facilitates greater understanding of specific events, particular processes, and individual decisions and dilemmas that mediation activists face in their working relationships with their communities and the formal legal system. Further, scholars studying similar processes in other social movements may find that this stage model of co-optation, in whole or in part, is useful to their analyses of other movements.     

Age and gender differences in emotional and behavioural problems during the transition to residential treatment: the Odyssey Project

Utilising a national sample of 1,167 young people in residential treatment, this study explored whether the behav-ioural problems exhibited during the transition to residential treatment varied depending upon the age and gender of the youngsters. Specifically, we asked whether those who were admitted to residential treatment centres (RTCs) aged under 12 had a different set of behavioural problems from those who were 12 years and older when admitted, and whether boys had different characteristics than girls. The 11 scales of the Achenbach Child Behavior Checklist were examined. The results revealed statistically significant patterns of associations by age and gender. As populations shift within agencies and across time, knowledge of the behavioural problems associated with age and gender groups can be used to facilitate agency planning and staff training.     

Patches of grief and rage: Visitor responses to the NAMES project AIDS Memorial Quilt

This paper presents an analysis of comments written on signature square panels of the NAMES Project AIDS Memorial Quilt. In our paper we explore how collective memory regarding AIDS deaths emerges from conflict among members of vernacular, mainstream and official culture. The cultural contest waged over how individuals who have died from AIDS-related illnesses will be remembered in society fits within the realm of the sociology of collective memory. Visitor responses to the Quilt illustrate that as a form of commemoration the Quilt is interpreted as a therapeutic device and a political tool. Like other memorials, especially those for which there is social disdain or conflict (e.g., the Vietnam Veteran's Memorial), signature square comments provide an alternative conception of public memory. The fact that the Quilt is used to symbolically commemorate the dead, providing an outlet for collective grieving and inspiring social action, is what makes it an important sociological phenomenon. In our paper we put forward a conception of the politics of collective memory that extends previous work in this area. In doing so this paper contributes to an emerging understanding of public commemoration and to the debate over how different segments of society are to be remembered.     

Kids Voting and Political Knowledge: Narrowing Gaps,Informing Votes*

Objectives. Kids Voting USA is a program designed to educate schoolchildren about the democratic process and foster their political socialization. This article set out to explore the consequences of the Kids Voting program for political knowledge, knowledge gaps, and attitude‐behavior consistency. Methods. A sample of seventh and eighth graders in an urban school district were surveyed before (N=385) and shortly after (N=648) the 2000 general election. Results. Kids Voting exposure was positively related to political knowledge at Time 2 even after controlling for demographics, scholastic achievement, and attention to campaign news. There was no evidence that knowledge gaps widened between Time 1 and 2; in fact, African Americans and those with low initial knowledge gained the most. As political knowledge increased, party ID and issue attitudes became more predictive of candidate preference. Kids Voting exposure, too, was positively related to consistency between party ID and candidate preference, a relationship that was partially mediated by political knowledge. Conclusions. Political knowledge among these adolescents appeared to function much the way it does in adults: it equipped them to make political decisions that better reflected their attitudes. Kids Voting seems to contribute to this process, through knowledge and perhaps other avenues, without increasing knowledge gaps.     

Language rights in Indigenous communities: The case of the Inuit of Arctic Québec1

Despite the rise of language rights, it is not clear whether the granting of rights to Indigenous and minority groups has any direct effect on the ability of these groups to revitalize and maintain their languages. This paper offers an analysis of macro‐level rights discourse in Canada, drawing on certain Supreme Court of Canada decisions regarding Francophone‐minority and Aboriginal peoples. It then traces certain consequences of the granting of Indigenous language rights for Indigenous language instruction and maintenance, focusing on the Inuit in the Arctic Québec region of Nunavik.