Suchergebnisse

Courts are frequently confronted with children who, regardless of court orders, refuse to visit their noncustodial parents. This article examines the possible alternatives to holding a child, or parent, in contempt for such behavior. Furthermore, solutions and ideas that better serve the needs of children and parents in these highly volatile family situations will also be explored.

SUMMARY. During this century, the main features of child care policy in Britain have been the creation of a separate system of juvenile justice, the extension of state responsibilities for child protection and substitute care, a growing emphasis on foster care in preference to residential care, and increased professionalism and co‐ordination of services. This article, the second in a two‐part series, begun in issue 5(2) looks particularly at differences in child care policy between Scotland and England, the most striking of which has been in the juvenile justice arrangements. The Scottish children's hearings are fully committed to welfare principles, keeping young offenders and children in need of care and protection within a single system of decision‐making.

SUMMARY. There is a growing interest in the history of childhood and child care. This article brings together from disparate sources some of the details and themes concerning the emergence and development of public and voluntary child welfare in Scotland. Particular attention is given to residential and foster care arrangements under the Poor Law and to the influence of 'philanthropic' individuals and organisations. Comparative references are made to the contemporary situation in England and Wales and to present day practice.

Fifty years after the Coleman Report delineated deep inequities across race and ethnicity in school contexts and outcomes, American families still navigate largely inequitable educational systems. The Coleman Report—with only slightly veiled surprise—also revealed the deep value African Americans place on education, their strong motivation to succeed, and the high expectations that they have for academic success. This article provides a critical analysis of the policies designed to increase equity in and access to high-quality education. With a special focus on adolescents, we show how these policies are experienced differently by families in ways that sustain inequities across ethnicity, race, and socioeconomic background. We also review research on the experiences of students in schools, arguing that policy attempts to mitigate disparities in educational experiences across race and socioeconomic condition have had little if any effect.