Social Development, Social Inequalities, and Social Justice

268 Pages·2007·3.63 MB·English

by  Cecilia Wainryb

Social Development,
Social Inequalities,
and
Social Justice
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The Jean PiageT SymPoSium SerieS
Series Editor:
Ellin Scholnick
University of Maryland
Available from LEA/Taylor & Francis
Overton, W.F. (Ed.): The Relationship Between Social and Cognitive Development.
Liben, L.S. (Ed.): Piaget and the Foundations of Knowledge.
Scholnick, E.K. (Ed.): New Trends in Conceptual Representations: Challenges to Piaget’s Theory?
Niemark, E.D., DeLisi, R., & Newman, J.L. (Eds.): Moderators of Competence.
Bearison, D.J., & Zimiles, H. (Eds.): Thought and Emotion: Developmental Perspectives.
Liben, L.S. (Ed.): Development and Learning: Conflict or Congruence?
Forman, G., & Pufall, P.B. (Eds.): Constructivism in the Computer Age.
Overton, W.F. (Ed.): Reasoning, Necessity, and Logic: Developmental Perspectives.
Keating, D.P., & Rosen, H. (Eds.): Constructivist Perspectives on Developmental Psycho­
pathology and Atypical Development.
Carey, S., & Gelman, R. (Eds.): The Epigenesis of Mind: Essays on Biology and Cognition.
Beilin, H., & Pufall, P. (Eds.): Piaget’s Theory: Prospects and Possibilities.
Wozniak, R.H., & Fisher, K.W. (Eds.): Development in Context: Acting and Thinking in
Specific Environments.
Overton, W.F., & Palermo, D.S. (Eds.): The Nature and Ontogenesis of Meaning.
Noam, G.G., & Fischer, K.W. (Eds.): Development and Vulnerability in Close Relationships.
Reed, E.S., Turiel, E., & Brown, T. (Eds.): Values and Knowledge.
Amsel, E., & Renninger, K.A. (Eds.): Change and Development: Issues of Theory, Method,
and Application.
Langer, J., & Killen, M. (Eds.): Piaget, Evolution, and Development.
Scholnick, E., Nelson, K., Gelman, S.A., & Miller, P.H. (Eds.): Conceptual Development:
Piaget’s Legacy.
Nucci, L.P., Saxe, G.B., & Turiel, E. (Eds.): Culture, Thought, and Development.
Amsel, E., & Byren, J.P. (Eds.): Language, Literacy, and Cognitive Development: The Develop­
ment and Consequences of Symbolic Communication.
Brown, T. & Smith, L. (Eds.): Reductionism and the Development of Knowledge.
Lightfoot, C., LaLonde, C., & Chandler, M. (Eds.): Changing Conceptions of Psychological Life.
Parker, J., Langer, J., & Milbrath, C. (Eds.): Biology and Knowledge Revisited: From Neuro­
genesis to Psychogenesis.
Goncu, A., & Gaskins, S. (Eds.): Play and Development: Evolutionary, Sociocultural, and
Functional Perspectives
Overton, W., Mueller, U., & Newman, J. (Eds.): Developmental Perspectives on Embodiment
and Consciousness
Wainryb, C., Turiel, E., & Smetana, J. (Eds.): Social Development, Social Inequalities, and
Social Justice
Muller, U., Carpendale, J., Budwig, N., & Sokol, B. (Eds.): Social Life and Social Knowledge:
Toward a Process Account of Development.
ER5868X.indb 2 8/22/07 10:24:35 AM
Social Development,
Social Inequalities,
and
Social Justice
Cecilia Wainryb
University of Utah
Judith G. Smetana
University of Rochester
Elliot Turiel
University of California, Berkeley
Lawrence Erlbaum Associates
New York London
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Lawrence Erlbaum Associates Lawrence Erlbaum Associates
Taylor & Francis Group Taylor & Francis Group
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© 2008 by Taylor & Francis Group, LLC
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Printed in the United States of America on acid‑free paper
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International Standard Book Number‑13: 978‑0‑8058‑5868‑6 (Hardcover)
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Library of Congress Cataloging‑in‑Publication Data
Social development, social inequalities, and social justice / [edited by] Cecilia
Wainryb, Judith G. Smetana.
p. cm. ‑‑ (The Jean Piaget symposium series)
ISBN 978‑0‑8058‑5868‑6 (alk. paper)
1. Social justice. 2. Equality. 3. Moral development. 4. Social ethics. I. Wainryb,
Cecilia. II. Smetana, Judith G., 1951‑
HM671.S59 2008
305.23101‑‑dc22 2007017118
Visit the Taylor & Francis Web site at
http://www.taylorandfrancis.com
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To the memory of Terry Brown (1939–2005),
a remarkable Piagetian scholar, past president of
the Jean Piaget Society, and good friend.
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Contents
Preface ix
Editors xiii
List of Contributors xv
Chapter 1 The Trouble with the Ways Morality Is Used and
How They Impede Social Equality and Social Justice 1
ELLIOT TURIEL
Chapter 2 The Moral Judgment of the Child Reevaluated:
Heteronomy, Early Morality, and Reasoning
About Social Justice and Inequalities 27
CHARLES C. HELWIg
Chapter 3 America’s Head Start Program: An Effort for
Social Justice 53
EDWARD ZIgLER AND SALLy J. STyFCO
Chapter 4 Affirmative Action and Ethnic Minority University
Students: Enlarging Pipelines to Support Success 81
JOEL gILLS, KRISTINA SCHMUKLER, MARgARITA
AZMITIA, AND FAyE CROSBy
Chapter 5 The Biology of Social Justice: Linking Social
Inequalities and Health in Adolescence 109
ELIZABETH gOODMAN AND NANCy E. ADLER
vii
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viii • Contents
Chapter 6 Leaving LgBT (Lesbian, gay, Bisexual, and
Transgender) Students Behind: Schools,
Sexuality, and Rights 131
STACEy S. HORN
Chapter 7 The Development of Stereotype Threat:
Consequences for Educational and Social Equality 155
CATHERINE gOOD AND JOSHUA ARONSON
Chapter 8 Honor, Truth, and Justice 185
UNNI WIKAN
Chapter 9 In Defense of Universal Values 209
MARTHA NUSSBAUM
Author Index 235
Subject Index 243
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PrefaCe
Economic, educational, and cultural resources affect children’s and
adults’ lives and development. Most would agree with this statement; all
contributors to this volume certainly do. Does that mean that children
and adults are the product of social forces? For the most part, scholars
who document the ways and extent to which social forces shape lives
tend, implicitly, to answer this question in the affirmative. Therefore,
and somewhat paradoxically, the rich literature bearing on the effects
of social disparities and inequalities on human development has stood
alienated from the constructivist literature on social development, a
literature that has put forth a view of children and adults as actively
engaged with and judging their social world. The resulting gap between
the two bodies of research—the gap between the view of human devel­
opment as constrained by social forces and the view of people as act­
ing on and judging those same social forces—is not unbridgeable. In
this volume we thus bring together the two bodies of scholarship and
research bearing on social justice that have hitherto remained sepa­
rate. In so doing we hope to broaden the understanding of the relations
between social inequalities and social development.
In a provocative introductory chapter, Turiel sets the stage for think­
ing about the process of social development as entailing more than inter­
nalization of the external world. This idea—that even young children
actively construct their understandings of the world—is not new and
stems from a long tradition of constructivist scholarship originating
in early work on moral judgment by Piaget (1932). More boldly, Turiel
argues that in the process of making social and moral judgments, peo­
ple, children included, scrutinize the social relationships, practices, and
ix
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