VOL. 28 / NO. 1 / SPRING 2018 3 John H. Laub is Distinguished University Professor in the Department of Criminology and Criminal Justice at the University of Maryland, College Park. The topic of inequality in the United States has become virtually impossible to ignore, and the justice system is an important part of the discussion. Witness the recent National Research Council report on the causes and consequences of the country’s high rates of incarceration, especially for minority offenders.1 We’ve also heard heated debates about the stop, question, and frisk policies followed by police in New York City and elsewhere.2 More broadly, legal scholar Michelle Alexander has referred to mass incarceration and other justice system policies as “the New Jim Crow” in America.3
第28卷/第28号John H. Laub是马里兰大学帕克分校犯罪学和刑事司法系的杰出大学教授。在美国，不平等的话题已经变得几乎无法忽视，而司法系统是讨论的重要组成部分。请看最近国家研究委员会关于该国高监禁率的原因和后果的报告，特别是对少数族裔罪犯我们也听到了关于纽约市和其他地方警察所遵循的拦截、询问和搜身政策的激烈辩论更广泛地说，法律学者米歇尔·亚历山大把大规模监禁和其他司法系统政策称为美国的“新吉姆·克劳”
{"title":"Reducing Justice System Inequality: Introducing the Issue","authors":"J. Laub","doi":"10.1353/FOC.2018.0000","DOIUrl":"https://doi.org/10.1353/FOC.2018.0000","url":null,"abstract":"VOL. 28 / NO. 1 / SPRING 2018 3 John H. Laub is Distinguished University Professor in the Department of Criminology and Criminal Justice at the University of Maryland, College Park. The topic of inequality in the United States has become virtually impossible to ignore, and the justice system is an important part of the discussion. Witness the recent National Research Council report on the causes and consequences of the country’s high rates of incarceration, especially for minority offenders.1 We’ve also heard heated debates about the stop, question, and frisk policies followed by police in New York City and elsewhere.2 More broadly, legal scholar Michelle Alexander has referred to mass incarceration and other justice system policies as “the New Jim Crow” in America.3","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"28 1","pages":"10 - 3"},"PeriodicalIF":0.0,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2018.0000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47438639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary:In the context of juvenile justice, writes Traci Schlesinger, diversion can mean two things. Informal diversion includes police officers' decisions to warn and release, probation officers' decisions not to report violations, prosecutors' decisions not to prosecute, and judges' decisions to dismiss cases. Informal diversion sends youth out of the system, lets them remain at home, and asks nothing further of them. Formal diversion includes decisions by intake workers—including police, school resource officers, probation officers, and sometimes prosecutors or judges—to move cases away from formal court processing to programs that provide services but also include requirements.Because diversion can keep young people from deeper involvement with the juvenile justice system, it has the potential to ameliorate the processes through which racialized youth become criminalized at much higher rates than legally similar white youth. The research evidence, Schlesinger writes, offers clear suggestions in three areas: which youth should be diverted, which officials make good gatekeepers for diversion programs, and which implementation principles are most important. Her key recommendation is that jurisdictions should use informal diversion to decriminalize low-risk youth and formal diversion to keep high-risk youth away from court processing and in their communities.Schlesinger notes several challenges to making diversion policies successful. For one, she writes, jurisdictions must use risk assessments that don't replicate or exacerbate racial disparities. In addition, she says, formal diversion works best when youth can access services in the communities where they live, rather than in the justice system. This condition is becoming more difficult to achieve as cities and states have increasingly chosen to spend their limited funds on facilities within punitive systems rather than within communities, for example, by closing community-based mental health centers and then opening new facilities in a local jail. Finally, jurisdictions must ensure that diversion programs are properly implemented and that the youth who begin diversion programs actually complete them.
{"title":"Decriminalizing Racialized Youth through Juvenile Diversion","authors":"Traci Schlesinger","doi":"10.1353/FOC.2018.0003","DOIUrl":"https://doi.org/10.1353/FOC.2018.0003","url":null,"abstract":"Summary:In the context of juvenile justice, writes Traci Schlesinger, diversion can mean two things. Informal diversion includes police officers' decisions to warn and release, probation officers' decisions not to report violations, prosecutors' decisions not to prosecute, and judges' decisions to dismiss cases. Informal diversion sends youth out of the system, lets them remain at home, and asks nothing further of them. Formal diversion includes decisions by intake workers—including police, school resource officers, probation officers, and sometimes prosecutors or judges—to move cases away from formal court processing to programs that provide services but also include requirements.Because diversion can keep young people from deeper involvement with the juvenile justice system, it has the potential to ameliorate the processes through which racialized youth become criminalized at much higher rates than legally similar white youth. The research evidence, Schlesinger writes, offers clear suggestions in three areas: which youth should be diverted, which officials make good gatekeepers for diversion programs, and which implementation principles are most important. Her key recommendation is that jurisdictions should use informal diversion to decriminalize low-risk youth and formal diversion to keep high-risk youth away from court processing and in their communities.Schlesinger notes several challenges to making diversion policies successful. For one, she writes, jurisdictions must use risk assessments that don't replicate or exacerbate racial disparities. In addition, she says, formal diversion works best when youth can access services in the communities where they live, rather than in the justice system. This condition is becoming more difficult to achieve as cities and states have increasingly chosen to spend their limited funds on facilities within punitive systems rather than within communities, for example, by closing community-based mental health centers and then opening new facilities in a local jail. Finally, jurisdictions must ensure that diversion programs are properly implemented and that the youth who begin diversion programs actually complete them.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"28 1","pages":"59 - 81"},"PeriodicalIF":0.0,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2018.0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48915948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary:Young peoples encounters with the criminal justice system generally begin with the police. Officers' decisions about how to handle these encounters are affected by their on-the-spot assessments of young peoples proclivity for delinquency, prospects for rehabilitation, and overall moral character. And because most police-citizen interactions occur in public spaces, officers render these judgments with limited information, often falling back on racial and ethnic stereotypes. In this article, Rod Brunson and Kashea Pegram examine how police officers' decisions about which young people to watch, stop, search, and arrest contribute to historical and enduring justice system inequality.Research confirms that officers apply their discretion highly unevenly, Brunson and Pegram write, consistently exposing youth of color to a wide range of harms. Moreover, aggressive policing strategies such as stop-and-frisk disproportionately affect youths and communities of color. In many urban areas, they say, officers are a constant, inescapable, and unwelcome presence in the lives of black and Latino adolescents—especially males, who are disproportionately stopped, searched, and killed by police.Yet the authors find reason for optimism in efforts to improve trust in minority communities and end racially discriminatory policing through practices based on procedural justice principles—that is, whether citizens believe they're treated fairly and with respect during police encounters. Still, they acknowledge, racial disparities in policing mean that in many places, police-community relations have already suffered tremendous harm that will be extremely difficult to repair.
{"title":"\"Kids Do Not So Much Make Trouble, They Are Trouble\": Police-Youth Relations","authors":"Rod K. Brunson, Kashea N. Pegram","doi":"10.1353/FOC.2018.0004","DOIUrl":"https://doi.org/10.1353/FOC.2018.0004","url":null,"abstract":"Summary:Young peoples encounters with the criminal justice system generally begin with the police. Officers' decisions about how to handle these encounters are affected by their on-the-spot assessments of young peoples proclivity for delinquency, prospects for rehabilitation, and overall moral character. And because most police-citizen interactions occur in public spaces, officers render these judgments with limited information, often falling back on racial and ethnic stereotypes. In this article, Rod Brunson and Kashea Pegram examine how police officers' decisions about which young people to watch, stop, search, and arrest contribute to historical and enduring justice system inequality.Research confirms that officers apply their discretion highly unevenly, Brunson and Pegram write, consistently exposing youth of color to a wide range of harms. Moreover, aggressive policing strategies such as stop-and-frisk disproportionately affect youths and communities of color. In many urban areas, they say, officers are a constant, inescapable, and unwelcome presence in the lives of black and Latino adolescents—especially males, who are disproportionately stopped, searched, and killed by police.Yet the authors find reason for optimism in efforts to improve trust in minority communities and end racially discriminatory policing through practices based on procedural justice principles—that is, whether citizens believe they're treated fairly and with respect during police encounters. Still, they acknowledge, racial disparities in policing mean that in many places, police-community relations have already suffered tremendous harm that will be extremely difficult to repair.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"28 1","pages":"102 - 83"},"PeriodicalIF":0.0,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2018.0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48484645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary:Children who experience foster care, write Youngmin Yi and Christopher Wildeman, are considerably more likely than others to have contact with the criminal justice system, both during childhood and as adults. And because children of color disproportionately experience foster care, improvements to the foster care system could reduce racial/ethnic justice system inequality. Yet the link between foster care and justice system inequality hasn't received the attention it deserves. This article represents the most comprehensive review to date on how foster care placement can affect children's risk of criminal justice contact.Yi and Wildeman review how children come to the attention of Child Protective Services (CPS), how they come to be placed in foster care, and the risks that children in foster care face. They also examine how the child welfare and criminal justice systems intersect, with special attention to the large racial/ethnic disparities in both CPS contact and foster care placement and experiences.The authors then examine strategies that might reduce inequality in criminal justice outcomes at two stages—during foster care placement, and after children age out of the system (that is, after they reach the age when they're no longer eligible to stay in foster care or receive attendant services). They highlight promising interventions that target five critical objectives: the promotion of stability and permanency in foster care placements; expanded and improved access to substance use treatment and mental health care services; provision of legal support for foster youth; extension of employment and educational support for late adolescents and young adults; and supports for securing housing and health care for youth who age out of foster care.
{"title":"Can Foster Care Interventions Diminish Justice System Inequality?","authors":"Y. Yi, Christopher Wildeman","doi":"10.1353/FOC.2018.0002","DOIUrl":"https://doi.org/10.1353/FOC.2018.0002","url":null,"abstract":"Summary:Children who experience foster care, write Youngmin Yi and Christopher Wildeman, are considerably more likely than others to have contact with the criminal justice system, both during childhood and as adults. And because children of color disproportionately experience foster care, improvements to the foster care system could reduce racial/ethnic justice system inequality. Yet the link between foster care and justice system inequality hasn't received the attention it deserves. This article represents the most comprehensive review to date on how foster care placement can affect children's risk of criminal justice contact.Yi and Wildeman review how children come to the attention of Child Protective Services (CPS), how they come to be placed in foster care, and the risks that children in foster care face. They also examine how the child welfare and criminal justice systems intersect, with special attention to the large racial/ethnic disparities in both CPS contact and foster care placement and experiences.The authors then examine strategies that might reduce inequality in criminal justice outcomes at two stages—during foster care placement, and after children age out of the system (that is, after they reach the age when they're no longer eligible to stay in foster care or receive attendant services). They highlight promising interventions that target five critical objectives: the promotion of stability and permanency in foster care placements; expanded and improved access to substance use treatment and mental health care services; provision of legal support for foster youth; extension of employment and educational support for late adolescents and young adults; and supports for securing housing and health care for youth who age out of foster care.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"28 1","pages":"37 - 58"},"PeriodicalIF":0.0,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2018.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary:A half Century ago, relatively few US children experienced the incarceration of a parent. In the decades since, incarceration rates rose rapidly (before leveling off more recently), and today a historically unprecedented number of children are exposed to parental incarceration. In this article, Kristin Turney and Rebecca Goodsell walk us through the evidence that parental incarceration impairs children's wellbeing throughout the life course. Given the fact that already vulnerable children are also the most likely to experience having a parent behind bars, they write, these trends increase inequality among children.After documenting the scope of parental incarceration, Turney and Goodsell review mechanisms that may link parental incarceration to children's wellbeing, such as the parent's physical absence, the trauma associated with the criminal justice process, and the stigma of having a parent in jail or prison. They also review research into how parental incarceration affects four aspects of children's wellbeing: behavior, education, health, and hardship and deprivation. In each of these areas, parental incarceration has detrimental consequences for children.The authors then turn to programs designed to improve the wellbeing of children of incarcerated parents. Interestingly, they note, despite the fact that fathers' rather than mothers' incarceration appears to have worse consequences for children, many such programs focus on incarcerated mothers—although some aim to treat both parents, or the family as a whole. Yet, they find, few such interventions have been conclusively shown to improve children's wellbeing during and after parental incarceration. Turney and Goodsell suggest three other types of interventions that might help reduce disparities among children of incarcerated parents: programs that strengthen parents' relationships, increase families' economic wellbeing, and treat parents' substance abuse.
{"title":"Parental Incarceration and Children's Wellbeing","authors":"Kristin Turney, R. Goodsell","doi":"10.1353/FOC.2018.0007","DOIUrl":"https://doi.org/10.1353/FOC.2018.0007","url":null,"abstract":"Summary:A half Century ago, relatively few US children experienced the incarceration of a parent. In the decades since, incarceration rates rose rapidly (before leveling off more recently), and today a historically unprecedented number of children are exposed to parental incarceration. In this article, Kristin Turney and Rebecca Goodsell walk us through the evidence that parental incarceration impairs children's wellbeing throughout the life course. Given the fact that already vulnerable children are also the most likely to experience having a parent behind bars, they write, these trends increase inequality among children.After documenting the scope of parental incarceration, Turney and Goodsell review mechanisms that may link parental incarceration to children's wellbeing, such as the parent's physical absence, the trauma associated with the criminal justice process, and the stigma of having a parent in jail or prison. They also review research into how parental incarceration affects four aspects of children's wellbeing: behavior, education, health, and hardship and deprivation. In each of these areas, parental incarceration has detrimental consequences for children.The authors then turn to programs designed to improve the wellbeing of children of incarcerated parents. Interestingly, they note, despite the fact that fathers' rather than mothers' incarceration appears to have worse consequences for children, many such programs focus on incarcerated mothers—although some aim to treat both parents, or the family as a whole. Yet, they find, few such interventions have been conclusively shown to improve children's wellbeing during and after parental incarceration. Turney and Goodsell suggest three other types of interventions that might help reduce disparities among children of incarcerated parents: programs that strengthen parents' relationships, increase families' economic wellbeing, and treat parents' substance abuse.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"28 1","pages":"147 - 164"},"PeriodicalIF":0.0,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2018.0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42641036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary:Childrens school experiences may contribute in many ways to disproportionate minority contact with the juvenile justice system, writes Paul Hirschfield. For example, research shows that black students who violate school rules are more often subject to out-of-school suspensions, which heighten their risk of arrest and increase the odds that once accused of delinquency, they'll be detained, formally processed, and institutionalized for probation violations.Hirschfield examines two types of processes through which schools may contribute to disproportionate minority contact with the justice system. Micro-level processes affect delinquents at the individual level, either because they're distributed unevenly by race/ethnicity or because they affect youth of color more adversely. For example, suspensions can be a micro-level factor if biased principals suspend more black youth than white youth. Macro-level processes, by contrast, operate at the classroom, school, or district level. For example, if predominantly black school districts are more likely than predominantly white districts to discipline students by suspending them, black students overall will be adversely affected, even if each district applies suspensions equitably within its own schools.Some policies and interventions, if properly targeted and implemented, show promise for helping schools reduce their role in justice system inequality, Hirschfield writes. One is school-based restorative justice practices like conferencing and peacemaking circles, which aim to reduce misbehaviors by resolving conflicts, improving students' sense of connection to the school community, and reinforcing the legitimacy of school authorities. Another is Positive Behavioral Interventions and Supports, a multi-tiered, team-based intervention framework that has proven to be effective in reducing disciplinary referrals and suspensions, particularly in elementary and middle schools. However, he notes, if successful programs like these are more accessible to well-off schools or to white students, they may actually exacerbate inequality, even as they reduce suspension for blacks.
{"title":"The Role of Schools in Sustaining Juvenile Justice System Inequality","authors":"Paul J. Hirschfield","doi":"10.1353/FOC.2018.0001","DOIUrl":"https://doi.org/10.1353/FOC.2018.0001","url":null,"abstract":"Summary:Childrens school experiences may contribute in many ways to disproportionate minority contact with the juvenile justice system, writes Paul Hirschfield. For example, research shows that black students who violate school rules are more often subject to out-of-school suspensions, which heighten their risk of arrest and increase the odds that once accused of delinquency, they'll be detained, formally processed, and institutionalized for probation violations.Hirschfield examines two types of processes through which schools may contribute to disproportionate minority contact with the justice system. Micro-level processes affect delinquents at the individual level, either because they're distributed unevenly by race/ethnicity or because they affect youth of color more adversely. For example, suspensions can be a micro-level factor if biased principals suspend more black youth than white youth. Macro-level processes, by contrast, operate at the classroom, school, or district level. For example, if predominantly black school districts are more likely than predominantly white districts to discipline students by suspending them, black students overall will be adversely affected, even if each district applies suspensions equitably within its own schools.Some policies and interventions, if properly targeted and implemented, show promise for helping schools reduce their role in justice system inequality, Hirschfield writes. One is school-based restorative justice practices like conferencing and peacemaking circles, which aim to reduce misbehaviors by resolving conflicts, improving students' sense of connection to the school community, and reinforcing the legitimacy of school authorities. Another is Positive Behavioral Interventions and Supports, a multi-tiered, team-based intervention framework that has proven to be effective in reducing disciplinary referrals and suspensions, particularly in elementary and middle schools. However, he notes, if successful programs like these are more accessible to well-off schools or to white students, they may actually exacerbate inequality, even as they reduce suspension for blacks.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"28 1","pages":"11 - 35"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2018.0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44943473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary:The United States' high incarceration rate gets a lot of attention from scholars, policy makers, and the public. Yet, writes Michelle Phelps, the most common form of criminal justice supervision is not imprisonment but probation—and thats just as true for juveniles as for adults.Probation was originally promoted as an alternative to imprisonment that would spare promising individuals from the ravages of institutionalization, Phelps writes. But instead, it often serves as a net-widener, expanding formal supervision to low-level cases. Like mass incarceration, she demonstrates, mass probation is marked by deep racial and class disparities, and it can have devastating consequences for poor and minority communities.In her review, Phelps covers three aspects of probation supervision—who is sentenced to probation, what they experience, and when and why probation is revoked (that is, when probationers are sent to jail or prison for violating the terms of supervision). She then presents policy recommendations for each of these three stages that could reduce the harms of mass probation. They include scaling back the use of probation, offering probationers more meaningful help to improve their lives, and raising the bar for revoking probation. Though probation reform may not be a cure-all, she writes, it could reduce the scale of our criminal justice system and temper its detrimental effects.
{"title":"Ending Mass Probation: Sentencing, Supervision, and Revocation","authors":"M. Phelps","doi":"10.1353/FOC.2018.0006","DOIUrl":"https://doi.org/10.1353/FOC.2018.0006","url":null,"abstract":"Summary:The United States' high incarceration rate gets a lot of attention from scholars, policy makers, and the public. Yet, writes Michelle Phelps, the most common form of criminal justice supervision is not imprisonment but probation—and thats just as true for juveniles as for adults.Probation was originally promoted as an alternative to imprisonment that would spare promising individuals from the ravages of institutionalization, Phelps writes. But instead, it often serves as a net-widener, expanding formal supervision to low-level cases. Like mass incarceration, she demonstrates, mass probation is marked by deep racial and class disparities, and it can have devastating consequences for poor and minority communities.In her review, Phelps covers three aspects of probation supervision—who is sentenced to probation, what they experience, and when and why probation is revoked (that is, when probationers are sent to jail or prison for violating the terms of supervision). She then presents policy recommendations for each of these three stages that could reduce the harms of mass probation. They include scaling back the use of probation, offering probationers more meaningful help to improve their lives, and raising the bar for revoking probation. Though probation reform may not be a cure-all, she writes, it could reduce the scale of our criminal justice system and temper its detrimental effects.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"28 1","pages":"125 - 146"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2018.0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47297103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie Jones is the Marie and Max Kargman Associate Professor in Human Development and Urban Education at Harvard Graduate School of Education. Emily J. Doolittle is team lead for social behavioral research in the National Center for Education Research, Institute of Education Sciences, US Department of Education. Research increasingly suggests that social and emotional learning (SEL) matters a great deal for important life outcomes like success in school, college entry and completion, and later earnings. This research also tells us that SEL can be taught and nurtured in schools so that students increase their ability to integrate thinking, emotions, and behavior in ways that lead to positive school and life outcomes. Although the term social and emotional learning has been around for 20 years, we’ve recently seen a rapid surge in interest in SEL among parents, educators, and policymakers. For example, the Collaborative for Academic, Social, and Emotional Learning (CASEL) is supporting 10 large school districts and 45 smaller ones through its Collaborating Districts Initiative as they begin to incorporate a variety of SEL programs and practices into their schools. CASEL also recently launched a Collaborating States Initiative to support states as they develop policies, standards, and guidelines for SEL in schools. All 50 states have SEL standards in place at the preschool level, and four (Illinois, Kansas, West Virginia, and Pennsylvania) have SEL standards for kindergarten through 12th grade. And the Aspen Institute recently launched a National Commission on Social, Emotional, and Academic Development to explore how schools can fully integrate SEL into policies and instruction that have traditionally emphasized academics. We also know that teachers believe SEL skills can be taught, although they may not always know the best way to do so in their classrooms.1
Stephanie Jones是哈佛大学教育研究生院人类发展与城市教育的Marie and Max Kargman副教授。Emily J.Doolittle是美国教育部教育科学研究所国家教育研究中心的社会行为研究团队负责人。研究越来越多地表明，社会和情感学习（SEL）对重要的生活结果非常重要，比如学业成功、大学入学和完成学业，以及以后的收入。这项研究还告诉我们，SEL可以在学校里教授和培养，这样学生就可以提高他们整合思维、情绪和行为的能力，从而获得积极的学校和生活成果。尽管社会和情感学习这个词已经存在了20年，但我们最近看到家长、教育工作者和政策制定者对SEL的兴趣迅速上升。例如，学术、社会和情感学习合作组织（CASEL）正在通过其合作学区倡议支持10个大学区和45个小学区，因为它们开始将各种SEL计划和实践纳入学校。CASEL最近还发起了一项合作州倡议，以支持各州制定学校SEL的政策、标准和指导方针。所有50个州都在学前阶段制定了SEL标准，其中四个州（伊利诺伊州、堪萨斯州、西弗吉尼亚州和宾夕法尼亚州）在幼儿园到12年级都有SEL标准。阿斯彭研究所最近成立了一个国家社会、情感和学术发展委员会，探讨学校如何将SEL完全融入传统上强调学术的政策和教学中。我们也知道，老师们相信SEL技能是可以教授的，尽管他们可能并不总是知道在课堂上这样做的最佳方式。1
{"title":"Social and Emotional Learning: Introducing the Issue","authors":"Stephanie M. Jones, E. J. Doolittle","doi":"10.1353/FOC.2017.0000","DOIUrl":"https://doi.org/10.1353/FOC.2017.0000","url":null,"abstract":"Stephanie Jones is the Marie and Max Kargman Associate Professor in Human Development and Urban Education at Harvard Graduate School of Education. Emily J. Doolittle is team lead for social behavioral research in the National Center for Education Research, Institute of Education Sciences, US Department of Education. Research increasingly suggests that social and emotional learning (SEL) matters a great deal for important life outcomes like success in school, college entry and completion, and later earnings. This research also tells us that SEL can be taught and nurtured in schools so that students increase their ability to integrate thinking, emotions, and behavior in ways that lead to positive school and life outcomes. Although the term social and emotional learning has been around for 20 years, we’ve recently seen a rapid surge in interest in SEL among parents, educators, and policymakers. For example, the Collaborative for Academic, Social, and Emotional Learning (CASEL) is supporting 10 large school districts and 45 smaller ones through its Collaborating Districts Initiative as they begin to incorporate a variety of SEL programs and practices into their schools. CASEL also recently launched a Collaborating States Initiative to support states as they develop policies, standards, and guidelines for SEL in schools. All 50 states have SEL standards in place at the preschool level, and four (Illinois, Kansas, West Virginia, and Pennsylvania) have SEL standards for kindergarten through 12th grade. And the Aspen Institute recently launched a National Commission on Social, Emotional, and Academic Development to explore how schools can fully integrate SEL into policies and instruction that have traditionally emphasized academics. We also know that teachers believe SEL skills can be taught, although they may not always know the best way to do so in their classrooms.1","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"27 1","pages":"11 - 3"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2017.0000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49410769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie M. Jones, Sophie P. Barnes, Rebecca F. Bailey, E. J. Doolittle
Summary:There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults.But evidence from the most rigorous studies of elementary-school SEL programs is ambiguous. Some studies find few or no effects, while others find important and meaningful effects. Or studies find effects for some groups of students but not for others. What causes such variation isn't clear, making it hard to interpret and act on the evidence.What are the sources of variation in the impacts of SEL programs designed for the elementary years? To find out, Stephanie Jones, Sophie Barnes, Rebecca Bailey, and Emily Doolittle examine how the theories of change behind 11 widely used school-based SEL interventions align with the way those interventions measure outcomes. Their central conclusion is that what appears to be variation in impacts may instead stem from imprecise program targets misaligned with too-general measures of outcomes. That is to say, program evaluations often fail to measure whether students have mastered the precise skills the programs seek to impart.The authors make three recommendations for policy makers, practitioners, and researchers. The first is that we should focus more on outcomes at the teacher and classroom level, because teachers' own social-emotional competency and the quality of the classroom environment can have a huge effect on students' SEL. Second, because the elementary years span a great many developmental and environmental transitions, SEL programs should take care to focus on the skills appropriate to each grade and age, rather than taking a one-size-fits-all approach. Third, they write, measurement of SEL skills among children in this age range should grow narrower in focus but broader in context and depth.
总结:将社交和情感学习(SEL)技能和能力作为小学教育的核心特征是有充分理由的。掌握SEL技能的孩子与他人相处得更好，在学校表现更好，成年后事业更成功，身心更健康。但是，对小学SEL项目进行的最严格的研究得出的证据并不明确。一些研究发现很少或没有影响，而另一些研究发现了重要和有意义的影响。或者研究发现对某些学生群体有影响，但对其他学生群体没有影响。导致这种差异的原因尚不清楚，因此很难解释并根据证据采取行动。为小学设计的SEL项目影响的差异来源是什么?为了找到答案，Stephanie Jones, Sophie Barnes, Rebecca Bailey和Emily Doolittle研究了11种广泛使用的基于学校的SEL干预措施背后的变化理论是如何与这些干预措施衡量结果的方式相一致的。他们的中心结论是，看似影响的变化，实际上可能源于不精确的项目目标与过于笼统的结果衡量标准不一致。也就是说，课程评估常常无法衡量学生是否掌握了课程试图传授的精确技能。作者对政策制定者、从业者和研究人员提出了三点建议。首先，我们应该更多地关注教师和课堂层面的结果，因为教师自身的社会情感能力和课堂环境的质量会对学生的SEL产生巨大影响。其次，由于小学阶段跨越了许多发展和环境的转变，SEL项目应该注意关注适合每个年级和年龄的技能，而不是采取一种放之四海而皆准的方法。第三，他们写道，在这个年龄段的儿童中，SEL技能的测量应该在重点上缩小，但在背景和深度上扩大。
{"title":"Promoting Social and Emotional Competencies in Elementary School","authors":"Stephanie M. Jones, Sophie P. Barnes, Rebecca F. Bailey, E. J. Doolittle","doi":"10.1353/FOC.2017.0003","DOIUrl":"https://doi.org/10.1353/FOC.2017.0003","url":null,"abstract":"Summary:There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults.But evidence from the most rigorous studies of elementary-school SEL programs is ambiguous. Some studies find few or no effects, while others find important and meaningful effects. Or studies find effects for some groups of students but not for others. What causes such variation isn't clear, making it hard to interpret and act on the evidence.What are the sources of variation in the impacts of SEL programs designed for the elementary years? To find out, Stephanie Jones, Sophie Barnes, Rebecca Bailey, and Emily Doolittle examine how the theories of change behind 11 widely used school-based SEL interventions align with the way those interventions measure outcomes. Their central conclusion is that what appears to be variation in impacts may instead stem from imprecise program targets misaligned with too-general measures of outcomes. That is to say, program evaluations often fail to measure whether students have mastered the precise skills the programs seek to impart.The authors make three recommendations for policy makers, practitioners, and researchers. The first is that we should focus more on outcomes at the teacher and classroom level, because teachers' own social-emotional competency and the quality of the classroom environment can have a huge effect on students' SEL. Second, because the elementary years span a great many developmental and environmental transitions, SEL programs should take care to focus on the skills appropriate to each grade and age, rather than taking a one-size-fits-all approach. Third, they write, measurement of SEL skills among children in this age range should grow narrower in focus but broader in context and depth.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"27 1","pages":"49 - 72"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2017.0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45439126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary:After-school programs offer young people opportunities for self-expression, exploring their talents, and forming relationships with supportive adults. That is, after-school programs promote young people's social and emotional learning (SEL) skills—whether the programs use that term or not.Despite these programs' potential, Noelle Hurd and Nancy Deutsch write, they have yet to make a big impact on the field of SEL. One reason is that studying them poses many problems for researchers—for example, attendance isn't mandatory, meaning that it can be hard to separate a program's effects from young people's personal characteristics that led them to choose the program in the first place. Still, research shows that after-school programs can promote many desirable SEL outcomes, and Hurd and Deutsch outline the factors that make high-quality programs stand out.How could policy help after-school programs promote SEL more effectively? First, positive youth-staff relationships are crucial to effective programs, and competent adult staff are the linchpin of effective after-school programs targeting SEL outcomes. Yet the after-school work force is poorly paid, and turnover is high. Hurd and Deutsch suggest several ways to professionalize after-school work—for example, by boosting professional development and creating more opportunities for career advancement.Second, as schools have become more focused on standardized test scores, funders and policymakers have pushed after-school programs, too, to demonstrate their academic impact. Hurd and Deutsch write that this approach is misguided: overemphasizing academic outcomes leads to neglect of SEL outcomes that can help young people become productive and engaged citizens. They argue for expanding the criteria used to determine whether after-school programs are effective to include SEL. More broadly, they write, high-stakes evaluations create a disincentive for programs to undertake the difficult work of assessing and improving their own practices. A better approach to evaluation would focus less on whether programs "work" and instead seek ways to make them work better.
{"title":"SEL-Focused After-School Programs","authors":"Noelle M. Hurd, Nancy L. Deutsch","doi":"10.1353/FOC.2017.0005","DOIUrl":"https://doi.org/10.1353/FOC.2017.0005","url":null,"abstract":"Summary:After-school programs offer young people opportunities for self-expression, exploring their talents, and forming relationships with supportive adults. That is, after-school programs promote young people's social and emotional learning (SEL) skills—whether the programs use that term or not.Despite these programs' potential, Noelle Hurd and Nancy Deutsch write, they have yet to make a big impact on the field of SEL. One reason is that studying them poses many problems for researchers—for example, attendance isn't mandatory, meaning that it can be hard to separate a program's effects from young people's personal characteristics that led them to choose the program in the first place. Still, research shows that after-school programs can promote many desirable SEL outcomes, and Hurd and Deutsch outline the factors that make high-quality programs stand out.How could policy help after-school programs promote SEL more effectively? First, positive youth-staff relationships are crucial to effective programs, and competent adult staff are the linchpin of effective after-school programs targeting SEL outcomes. Yet the after-school work force is poorly paid, and turnover is high. Hurd and Deutsch suggest several ways to professionalize after-school work—for example, by boosting professional development and creating more opportunities for career advancement.Second, as schools have become more focused on standardized test scores, funders and policymakers have pushed after-school programs, too, to demonstrate their academic impact. Hurd and Deutsch write that this approach is misguided: overemphasizing academic outcomes leads to neglect of SEL outcomes that can help young people become productive and engaged citizens. They argue for expanding the criteria used to determine whether after-school programs are effective to include SEL. More broadly, they write, high-stakes evaluations create a disincentive for programs to undertake the difficult work of assessing and improving their own practices. A better approach to evaluation would focus less on whether programs \"work\" and instead seek ways to make them work better.","PeriodicalId":51448,"journal":{"name":"Future of Children","volume":"27 1","pages":"115 - 95"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/FOC.2017.0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47851779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"法学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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