By Heather Johnson

The subject of this quantity is an outgrowth of 1 of the part subsidized periods on the 2006 ASA conferences in Montreal; 'Children and formative years communicate for Themselves'. the quantity is a suite of articles from students who pay specific realization to little ones and/or youngsters' voices, interpretations, views, and stories inside particular social and cultural contexts. Contributions contain learn stemming from a huge spectrum of methodological and theoretical orientations. it is a state-of-the-art compilation of the most up-tp-date child-centred scholarship at the sociology of kids and adolescence.

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Social representations theory and empirical data suggest, respectively, that the children’s thinking may reflect their different demographic backgrounds and exhibit more compassion toward the poor than the dominant societal ideology. METHODOLOGY The social representations analyzed here are drawn from a larger study of children’s conceptions about poverty conducted with 64 eight-yearold participants (32 girls and 32 boys, 21 rural and 43 urban children, 36 children of lower socioeconomic status and 28 children of higher 36 CARIN NEITZEL AND JUDITH A.

Census Bureau, 2009). Demographic factors act to influence children’s lives and result in considerable variation due to the differential pattern of experiences to which they expose children (Furstenberg, 1993; Furnham & Stacey, 1991). Consequently, childhood is a life condition that is not experienced similarly by our young. The study reported here analyzed the meanings that 8-year-old children of different demographic backgrounds constructed about poverty. Given the economic stratification in the United States where millions of people enjoy affluence and others suffer deprivation, it is important to inquire about the extent to which our young are developing conceptions accepting of the status quo.

NHS, typical of poor and working class schools in urban cities contended with serious limitations to educating students. The problems of urban schools that educate predominantly poor, racial and ethnic minority, and immigrant adolescents are well documented in previous studies: inadequate and unequal resources, economic segregation and marginalization, deteriorating infrastructure, environmental hazards, violence, high dropout rates, and official ‘‘silencing’’ of the magnitude of the problems (Fine, 1991; Kozol, 1991; Noguera, 2003; Valenzuela, 1999).

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