Jennifer L. Kilgo

The Marginalization of Women Educators: A Consequence of No Child Left Behind?

T ‘he teaching force in the United States is composed mostly of women, especially in early childhood and elementary education. In fact, 83% of U.S. teachers are women (Kunjufu, 2002), making women primarily responsible for implementing the policies of No Child Left Behind (NCLB) (U.S. Department of Education, 2002). Ironically, one result of NCLB has been the silencing and marginalization of women teachers’ voices through the overall deprofessionalization of education I practitioners. We begin by briefly discussing the education history with regard to women that preceded NCLB, culminating with the formation of the controversial National Reading Panel. The next section describes problems with definitions of scientific research from a feminist perspective. Part three explains how male ”conquistadores” (Vega, 2004) arrogantly imposed the law on ”others,” including women. The next section describes the impact of women in high-level positions who are part of the administration of NCLB, whom we call “handmaidens of the government.” The fifth area of discussion addresses scripted programs and the “fidelity of treatment’’ police.

Beyond Psychoanalysis: The Contributions of Anna Freud to Applied Developmental Psychology

Anna Freud is most noted as one of the founders of child psychoanalysis and as the daughter of Sigmund Freud. However, A. Freud made substantial contributions to other areas of psychology, particularly developmental psychology. Many of her publications in human development have either gone unnoticed or have been overshadowed by colleagues such as John Bowlby, former students such as Erik Erikson, or renowned researchers in human development such as Jean Piaget or Lev Vygotsky. This article describes research and practical applications of A. Freuds writings in child and adolescent psychology beyond psychoanalysis. Her additions to developmental psychology include: 1) the developmental assessment of young children; 2) her work in the area of attachment; 3) the four factors in which development depends; 4) the interactions between mental, physical and socio-emotional development; and 5) the developmental contexts that promote and hinder optimal development. A discussion of why A. Freud’s works have been neglected and recommendations for ways to include her research and practical applications in applied developmental psychology are provided.

Forgotten Fathers and Mothers: Rethinking the History and Parentage of Progressive Education

Progressive Education was a salient educational movement from the late 1800s until the 1950s. Numerous remnants of progressive education are in practice today in various forms. Until recently the father or progressive education was attributed to either John Dewey (1859-1952) or Colonel Francis Parker (1837-1902). During the past two decades the paternity of progressive education has come into question, particularly with regard to race, and an interest in its maternity has surfaced. Because of social conventions during progressive education’s heyday, contributors to the movement with regard to race and gender were underreported. The purpose of this article is to expand the history of progressive education through the inclusion of an African American father, Booker T. Washington (1856-1915), and a forgotten Caucasian mother, Julia S. Tutwiler (1841-1916).

Among the Periodicals: What Is the Value of Play?

O 100 years ago, Caroline Pratt, Patty Smith Hill, Lucy Sprague Mitchell, and John Dewey knew the value of play for early childhood, elementary, and early adolescent students. They had little or no difficulty explaining the importance of play for children’s cognitive, social, and emotional development (Wolfe, 2002). Things are different in the 21st century. With high-stakes assessment, No Child Left Behind, and competition for limited funding, play has taken a back seat. In fact, play and even naptime have been eliminated from many early childhood education programs. For example, in Jennifer Kilgo’s home county in Alabama, administrators did away with naptime for kindergarten children. As Strauss (2004) reports, “Kindergartners in Gadsden, Alabama, discovered that school administrators had eliminated naptime in order to not lose precious seconds preparing for standardized tests” (p. 162). Of particular concern in the education climate of today is the fact that most teachers are unable to articulate the value of play to administrators, parents, and the public. Each of the following articles is about the value of play in the lives of children. Maxie Kohler, Jennifer Kilgo, and Lois M. Christensen, all professors of education at the University of Alabama at Birmingham, jointly reviewed the following articles with the idea of helping educators better explain the significance of play.

Parallels in the Beliefs and Works of Margaret Fuller and Carl Jung: Dreams, Literature, Spirituality, and Gender

Margaret Fuller, the 19th-century feminist and Transcendentalist, has been compared with Louisa May Alcott, Ralph Waldo Emerson, Nathaniel Hawthorne, and Henry David Thoreau. The life and theories of Carl Jung, the 20th-century psychiatrist, have been compared with the works of Sigmund Freud, Alfred Adler, Jean Piaget, and Sabina Spielrein among others. However, no comparisons have been published concerning the beliefs and works of Fuller and Jung. The purpose of this research was to compare and contrast the beliefs and written works of Margaret Fuller and Carl Jung. Similarities and differences were reported among their ideologies. Similarities in their childhood and adult dreams, literary references, spiritual beliefs, and explorations of gender were described. Differences were reported, which included the focus of their writings and their ideas about who is to blame when things go wrong, and how to deal with the individual daemon in each person was also explored. Special consideration was given to how closely their writings intersect. Specifically, the authors questioned whether Jung was inspired by the ideas and writings of Fuller. To answer this question, five possibilities were identified.

Beyond the Brady Bunch: Hybrid Families and Their Evolving Relationships With Early Childhood Educators

Demographic shifts, global migration, and increasing mainstream acceptance of individuality and self-determination for all have led to unprecedented changes in family and community structures over the past 50 years. Civil rights movements around the world have worked to secure the rights of all individuals, regardless of gender, race, ethnicity, sexuality, or ability. While many injustices remain, these positive developments mean todays families are more diverse than ever before. In an era where more parents work outside of the home, more families reflect various racial and ethnic backgrounds, and more families are composed of individuals other than a mother, father, and children, societies and governments must adapt to these changing demographics. Schools and educators should get to know the families they serve and ensure that services are as inclusive as possible of differing linguistic, physical, or ethnic realities. This cultural richness can be a boon to any community.

Gender Bias in Developmental Psychology Textbooks: The Example of Sigmund Freud

The vast majority of textbooks in developmental psychology, child psychology, and human development include a chapter or section on theories of development. The theories described are most often the theories of dead white Western men ([1], p. 129). However, what has traditionally been excluded from these selected theories are the beliefs about and treatment of women by these male theorists. One example is Sigmund Freud. His theory of psychosexual development is usually part of the canon but not his ideas about the differences in development between women and men. This article describes the problem of gender bias in the theories described in developmental psychology texts, explaining that much of this bias related to Freud and the other male theorists, is what is not reported rather than what is said. Suggestions are provided as to how to correct this injustice in developmental psychology texts and courses.

The First Women Psychologists: Documenting the Influence of G. Stanley Hall

The modern history of psychology begins in the late 1800s that includes Granville Stanley Hall and the first generation of women psychologists. G. Stanley Hall was the first president of Clark University, the first person to receive a Ph.D. in psychology, the first president of the American Psychological Association, and the father of American child and adolescent psychology. Mary Calkins, Helen Bradford Thompson Woolley, Amy Tanner, Kate Gordon, and Millicent Shinn were Hall’s contemporaries and the first generation of women psychologists. While the field of psychology was more open to and accepting of women than other sciences during the late 19th and early 20th centuries, women still experienced prejudice, discrimination, and patronization by men in the profession. The purpose of this article is to describe how G. Stanley Hall’s beliefs and practices affected the first women psychologists.

Among the Periodicals: The Common Core State Standards

I the United States, the Common Core State Standards (CCSS) were developed by the National Governors Association and the Council of Chief State School Officers and endorsed by the American Federation of Teachers. They have now been adopted by 46 states and the District of Columbia. These new standards are the source of controversy and some conflict for teachers and parents; thus, it is a timely topic of interest.

Among the Periodicals: Fears and Phobias in Children and Adolescents

F and phobias in children and adolescents are much more diverse than most people may think, as the articles discussed here demonstrate. While all children experience fears of some sort, certain fears can interfere with their healthy development and limit their sphere of learning. A child who is afraid of a parent getting deported, for example, is less likely to be interested in learning. A child who is afraid of dogs may be limited in interpersonal relationships, as potential friends may have dogs. Unless we meet children’s fears “head on,” they may generalize fears to other areas and ultimately limit their cognitive world.