Suchergebnisse

This exploratory study examines disaster preparedness in childcare centers. It was conducted in Aotearoa New Zealand—a small nation at risk to many types of hazards—to understand, ultimately, how best to keep very young children safe in disasters. To add to the discussion of disaster preparedness for childcare centers and children's vulnerability in disasters, the study utilized interviews with childcare center directors and teachers, government employees, and researchers, and carried out observations at childcare centers and at government-sponsored trainings. The themes that were identified in the data are five elements that are key in the process of implementing preparedness measures, namely regulation clarity, communication, leadership, training, and community networks. Factors that hinder or assist childcare center preparedness are discussed.

This paper discusses the findings from an ethnographic study of childcare. It examines employed mothers and their experiences with sending their young children to childcare centers, and childcare workers and their perspectives on their work. In this 2‐year‐long research project, I studied two large, urban childcare centers, one independent, non‐profit and one part of a national, for‐profit chain. Methods included participant observation, in‐depth interviewing, and focus groups. I found that mothers' experiences with childcare are shaped by three factors: (1) cultural messages; (2) feelings of anxiety and guilt; and (3) the perceived quality of the childcare. I explore these three factors and discuss how the mothers are affected by the "intensive mothering" ideology. For the childcare workers, their work is affected by: (1) the level of respect and economic rewards they receive, (2) their commitment to the children, and (3) their role as expert or authority and other issues of power. By examining the two groups of women together, it becomes clear that both groups of women face interwoven challenges in a culture that devalues children and childrearing, and that alliances to address these interwoven concerns are essential.

This paper presents an exploratory study of woman battering in the Grand Forks, North Dakota flood of April 1997. Based on my qualitative research of women's experiences in this flood, I present two case studies of battered women to enhance understanding of what intimate partner violence means to women in the face of a natural disaster. The case studies illustrate how battered women make sense of their situations and how factors such as class and disability play a role in how women experience domestic violence. The case studies also show why services for battered women, such as emergency shelters and crisis counseling, are crucial during a disaster period. Even though we do not know if domestic violence rates increase in a. disaster, we do have evidence that the demand for domestic violence services increases during disaster times. In light of this, I argue that there is a need to prepare for that situation.

Focusing on gender differences, this article synthesizes the literature on gender, risk, and disasters, and presents a comprehensive view of what is known in this area. Data are limited, yet, by using a nine-stage typology to delineate disaster preparedness, impact, and recovery, noteworthy findings are documented and discussed. The literature reveals a pattern of gender differentiation throughout the disaster process. The differences are largely attributed to childcare responsibilities, poverty, social networks, traditional roles, discrimination, and other issues of gender stratification. The emergent patterns have important implications and recommendations for future directions are offered.

Alice Fothergill and Lori Peek on the post-disaster culture created by kids.

The purpose of this article is to examine focus groups as a qualitative research method. We describe and evaluate the use of focus groups based on three separate research projects: a study of teachers, parents, and children at two urban daycare centers; a study of the responses of second-generation Muslim Americans to the events of September 11; and a collaborative project on the experiences of children and youth following Hurricane Katrina. By examining three different projects, we are able to assess some of the strengths and challenges of the focus group as a research method. In addition, we analyze the design and implementation of focus groups, including information on participant recruitment, the most effective group size, group composition and issues of segmentation, how to carry out focus groups, and the ideal number of groups to conduct. We pay particular attention to the ways in which focus groups may serve a social support or empowerment function, and our research points to the strength of using this method with marginalized, stigmatized, or vulnerable individuals.

In emergency situations and in the aftermath of disaster, parents are essential in caring for children. Yet very little has been written explicitly about the experiences of mothers and fathers—either as individuals or partners—in postdisaster contexts. With the understanding that parenting is a gendered endeavor that occurs in a society stratified by race and class, this article focuses on the responses of mothers and fathers to Hurricane Katrina. This article draws on data gathered in Louisiana through observations, focus groups, and in-depth interviews with parents and other adults responsible for the care of children. Through a qualitative analysis, this research examines the strategies that mothers and fathers used to deal with the challenges of parenting in the aftermath of Katrina, the role of advocates who worked on behalf of families, the importance of kin networks, and the uniqueness of New Orleans and what the city means for families struggling to recover after the storm.

Frontmatter -- CONTENTS -- FIGURES AND TABLES -- FOREWORD -- ACKNOWLEDGMENTS -- 1. The Youngest Survivors -- 2. Children, Youth, and Disaster -- I. DECLINING TRAJECTORY -- 3. Daniel: Cumulative Vulnerability and Continuing Crises -- 4. Mekana: Disaster as Catalyst -- II. FINDING-EQUILIBRIUM TRAJECTORY -- 5. Isabel and Zachary: Resource Depth and Long-Term Stability -- 6. Cierra: Mobilizing Resources -- III. FLUCTUATING TRAJECTORY -- 7. Jerron: Misaligned Spheres -- 8. Clinton: Rapid Movement -- Conclusion -- Appendix A. Who Counts as a Child? -- Appendix B. Studying Children and Youth in Disaster: A Note on Methods -- Appendix C. Recommendations for Improved Disaster Preparedness, Response, and Recovery Efforts for Children and Youth -- NOTES -- ABOUT THE AUTHORS AND SERIES EDITOR -- INDEX