Equity and Justice in Developmental Science: Implications for Young People, Families, and Communities

Equity and Justice in Development Science: Implications for Diverse Young People, Families, and Communities, a two volume set, focuses on the implications of equity and justice (and other relevant concepts) for a myriad of developmental contexts/domains relevant to the lives of young people and families (e.g. education, juvenile justice), also including recommendations for ensuring those contexts serve the needs of all young people and families.

Both volumes bring together a growing body of developmental scholarship that addresses how issues relevant to equity and justice (or their opposites) affect development and developmental outcomes, as well as scholarship focused on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communities.

Contains a wide array of topics on equity and justice which are discussed in detail Focuses on mitigating the developmental consequences of inequity, inequality, and injustice for young people, families, and communitiesIncludes chapters that highlight some of the most recent research in the areaServes as an invaluable resource for developmental or educational psychology researchers, scholars, and students

Lauren L. Emberson, Princeton University, How Does Experience Shape Early Development? Considering the Role of Top-Down Mechanisms

Sammy Perone, Washington State University & Vanessa R, Simmering, University of Wisconsin, Applications of dynamic system theory to cognition and development: New frontiers

Nelson Cowan, University of Missouri, Mental Objects in Working Memory: Development of Basic Capacity or of Cognitive Completion?

Tara D. Warner & Richard A. Settersten, Jr., Why Neighborhoods (and How We Study Them) Matter for Adolescent Development

Melissa L. Allen, Lancaster University & Emma Armitage, Assessment and Qualifications Alliance, Manchester, UK, How Children Learn to Navigate the Symbolic World of Pictures: The Importance of the Artists’ Mind and Differentiating Picture Modalities

Susan Birch, Vivian Li, Taeh Haddock, Siba Ghrear, Patricia Brosseau-Liard, Adam Baimel & Megan Whyte, University of British Columbia, CA, Perspectives on Perspective Taking: How Children Think About the Minds of Others [Patricia Brosseau-Liard, École de Psychologie, Faculté des Sciences Sociales, Université d'Ottawa]

Andrew J. Bremner, Goldsmiths, University of London, UK and Charles Spence, University of Oxford, UK, The development of tactile perception

Susan J Paxton & Stephanie R Damiano, La Trobe University, AU, The development of body image attitudes and weight bias in childhood