A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

" a research synthesis report of the Connected Learning Research Network " -- Page de titre.

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Connected Learning: An Agenda for Research and Design

The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 classrooms, data were collected systematically on three students representing the three learner types. Pre- and posttreatment reading achievement data were collected on three measures of the Comprehensive Reading Assessment Battery. Findings indicated that, irrespective of type of measure and type of learner, students in peer tutoring classrooms demonstrated greater reading progress. Implications for policymaking are discussed.

/pdf/peer-assisted-learning-strategies-making-classrooms-more-7pn49e39b6.pdf

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity:

1. Introduction 2. Striving for community 3. Discontents revisited 4. Social judgments and social contexts 5. The development of moral and social judgments 6. Social thought and social action 7. Social harmony and social conflict 8. Justice, heterogeneity, and cultural practices 9. Social hierarchy, subordination, and human capabilities 10. Perspectives on cultural practices: more than one 11. Subversion in everyday life 12. Conclusion.

/pdf/the-culture-of-morality-social-development-context-and-361n6hqkdn.pdf

The Culture of Morality: Social Development, Context, and Conflict

In this article, historical evidence pertaining to self hood is reviewed. A scheme of stages is delineated, according to which the modern self and its uncertainties have evolved. The historical data are then reviewed in connection with the following four major problems regarding the self: knowing and conceptualizing the self; defining or creating the self; understanding one's potential and fulfilling it; and relating the single self to society.

http://persweb.wabash.edu/facstaff/hortonr/articles for class/baumeister self as problem.pdf

How the Self Became a Problem: A Psychological Review of Historical Research

Explores the changes that occurred as young people of the 1920s broke with nineteenth-century traditions, and assesses the impact of those changes on American life, then and now.

The damned and the beautiful : American youth in the 1920's

Confidence Men and Painted Women, A Study of Middle-Class Culture in America, 1830–1870. By Karen Halttunen (New Haven and London: Yale University Press, 1982. xviii + 262 pp. $19.95)

Ever since the massive immigration from Europe of the late 19th century, American society has accommodated people of many cultures, religions, languages, and expectations. The task of integration has increasingly fallen to the schools, where children are taught a common language and a set of democratic values and sent on their ways to become productive members of society. How American schools have set about educating these diverse students, and how these students' needs have altered the face of education, are issues central to the social history of the United States in the 20th century. In her pathbreaking new book Paula S. Fass presents a wide ranging examination of the role of "outsiders" in the creation of modern education. Through a series of in-depth and fascinating case studies, she demonstrates how issues of pluralism have shaped the educational landscape and how various minority groups have been affected by their educational experiences. Fass first looks at how public schools absorbed the children of immigrants in the early years of the century and how those children gradually began to use the schools for their own social purposes. She then turns to the experiences of other groups of Americans whose struggles for educational and social opportunities have defined cultural life over the last fifty years: blacks, whose education became a major concern of the federal government in the 1930s and 1940s; women, who had access to higher education but were denied commensurate job opportunities; and Catholics, who created schools that succeeded both in protecting minority integrity and in providing Catholics with a path to American success. Along the way, she presents a wealth of fascinating and surprising detail. Through an examination of New York City high school yearbooks from the 1930s and 1940s, she shows how a student's ethnic identity determined which activities he or she would engage in and how ethnicity was etched into schooling. And she examines how the New Deal and the army in World War II succeeded in educating large numbers of blacks and making the inequalities in their educational opportunities a critical national concern. A sweeping and highly original history of American education, Outside In helps us to understand how schools have been shaped by their students, how educational issues have merged with wider social concerns, and how outsiders have recreated schooling and culture in the 20th century. By opening up new historical terrain and rejecting a vision of outsiders as merely victims of American educational policy, the book has important implications for contemporary social and educational issues.

Outside in: Minorities and the Transformation of American Education

Introduction. Is There a Story in the History of Childhood? Paula S. Fass. Part I Childhood in the Ancient World, the Middle Ages and Early Modern Europe. 1.1 Childhood in the Ancient World up to Christianity. Keith Bradley 1.2. Childhood in Judaism and Christianity. Margaret King 1.3. Childhood in the Middle Ages and Early Modern Europe. Joanne Ferraro 1.4. Childhood and the Enlightenment: The Complications of Innocence. Larry Wolff Part II Creating Childhoods in the Western World Since 1600. 2.1. Parents and Children. Julia Grant 2.2. Children's Work in Countryside and City. Colin Heywood 2.3. Children and War. James Marten 2.4. The Emotional Life of Children. Peter Stearns 2.5. Children and the State. James Schmidt 2.6. The Vexed History of Children and Sex. Beth Bailey. 2.7. Age, Schooling and Life Stages. Stephen Lassonde 2.8. Adolescence. Don Romesburg 2.9. The Physical Spaces of Childhood. Marta Gutman 2.10. Games, Toys and Play. Gary Cross 2.11. Children and Consumption. Daniel Thomas Cook 2.12. Picturing Children in the Modern West. Anne Higonnet 2.13. Children's Literature. Maria Nikolajeva. Part III Special Children at Special Times or Places 3.1. Children in North American Slavery. Steven Mintz 3.2. Mixed Race Children in the American West. Anne Hyde 3.3. Infanticide and Abortion in Sweden. Bengt Sandin 3.4. Dependent Children, Social Welfare, and the Rights of Children. Ivan Jablonka 3.5. Children as Vagrants, Vagabonds, and Thieves. Timothy Gilfoyle 3.6. Scouting and Other Organizations for Children and Youth. Jay Mechlin 3.7. Children in the Great Depression in the United States. Kriste Lindenmeyer 3.8. Childhood in Nazi Germany. Dirk Schumann 3.9. International Child Saving. Dominique Marshall 3.10. Latin American Childhoods. Nara Milanich

Paula S. Fass

Papers

The damned and the beautiful : American youth in the 1920's

Confidence Men and Painted Women, A Study of Middle-Class Culture in America, 1830–1870. By Karen Halttunen (New Haven and London: Yale University Press, 1982. xviii + 262 pp. $19.95)

Outside in: Minorities and the Transformation of American Education

The Routledge history of childhood in the western world

Encyclopedia of children and childhood in history and society