Research & Action Report, Fall/Winter 2012
By Kate Price, M.A.
As a society, we often seem to care more about protecting our cultural ideal of childhood innocence than about meeting the actual needs of real-life children—especially commercially sexually exploited children. To fit the ideal of purity, children require high levels of social capital—preferably, they’re white, middle or upper class, and heterosexual. They have limited or no sexual experience, enjoy secure health care, housing, and education, and they live within a supportive nuclear family. In my experience, children living without access to such resources are too often labeled “bad kids” and blamed for “choosing” to exist outside of this ideal.
Research & Action Report, Fall/Winter 2012
By Connie Gunderson, Ph.D.
Trafficking in human beings is the second most lucrative illegal activity worldwide. Human trafficking is an extreme example of social injustice perpetuated by dominant-subordinate attitudes that condone violence, resulting in significant suffering for individuals and harm to societies (Gunderson, 2012). It is a serious human rights violation and a low-risk, high-profit crime that is well hidden, underreported, under-prosecuted, and where trafficked persons experience extreme forms of physical and psychological violence and death.
Research & Action Report, Spring/Summer 2012
by Ellen Gannett, M.Ed.
The current debate on the virtues, definition, and efficacy of expanded learning opportunities (ELO) is familiar and welcome. With over 30 years in the field, I have watched the landscape of the out-of-school time field twist and turn by the decade and I am seeing earlier ideas presented in new terminology. Back in 1982, when the first director of the National Institute on Out-of-School Time (NIOST), Michelle Seligson and co-author, James Levine wrote the inaugural School Age Child Care: An Action Manual, their guiding premise was that “solutions are really to be found at the community level, and that they can best be developed by mobilizing people with similar interests to help one another.” The book emphasized a model of service delivery called “the partnership” between schools and other community groups and agencies. While it has taken decades to get here, there is promise in ELO if we can overcome previous barriers.
Research & Action Report, Spring/Summer 2012
Wellesley College President H. Kim Bottomly announced on April 23, 2012, the appointment of Layli Maparyan, Ph.D., as the new Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women (WCW), one of the nation’s largest and most influential organizations conducting scholarly research and developing action programs centered on women’s and girls’ perspectives. Maparyan will assume her new responsibilities effective July 1, 2012.
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