Special Issue in Developmental Psychology:
“Children’s and Adolescents’ Understanding and Experiences of Economic Inequality: Implications for Theory, Research, Policy, and Practice”
Martin D. Ruck, PhD
Rashmita S. Mistry, PhD, and Constance A. Flanagan, PhD
- December 1, 2016: 500-word abstracts must be submitted to receive preliminary feedback for manuscripts to be considered for review
- January 15, 2017: potential authors notified whether their full paper would be considered for review
- May 1, 2017: submission deadline
- August 1, 2017: fi rst round decision letters
- November 15, 2017: revisions due
- February 1, 2018: fi nal decisions
Developmental Psychology invites manuscripts for a special issue on children’s and adolescents’ reasoning about and experiences of economic inequality.
The heightened state of economic inequality that currently characterizes many countries around the world is one of the most pressing social issues of the day, with far-reaching consequences for child and adolescent development.
Despite the intensity of the public and scientifi c discourse on this topic, less scientifi c attention has been paid to children’s and adolescents’ understanding and experiences of inequality, including perceptions of their own and others’ social status and economic and sociopolitical contexts, or beliefs about what it means to be successful and get ahead in the world, economic mobility, redistributive justice and fairness, and societal and individual responsibility to help those in need.
Three broad goals are outlined for this special issue:
- Advance the theoretical and empirical knowledge base on children’s and adolescents’ reasoning about the causes and consequences of societal economic inequality. We seek to address questions of when and how children’s and adolescents’ beliefs about economic inequality, social stratifi cation, economic mobility, redistributive justice and fairness and the social contract develop.
- Expand understanding of the processes by which inequality affects children’s and adolescents’ developmental outcomes. We invite studies that examine how children and adolescents interpret their economic and sociopolitical contexts, and the implications of these insights for their well-being. We are especially interested in work that focuses on children and adolescents as active agents and constructors of their social worlds as those worlds are shaped by inequality.
- Integrate scholarship on economic inequality with practice and policy implications. Here we seek to address how scientific knowledge about children’s and adolescents’ reasoning about and experiences of economic inequality can better inform educational practice and policies aimed at ensuring the health and well-being of children and adolescents.
Collectively, we solicit both full-length empirical articles and brief research reports that will contribute to our understanding of child development in an era of heightened economic inequality.
We encourage innovative methodological (e.g., experimental, longitudinal, qualitative, mixed methods) and intersectional approaches, and studies that include participants from diverse backgrounds.
We also strongly encourage submissions from outside of the U.S. as well as those employing international samples.
Abstracts will be initially screened by the editors. Authors of submitted abstracts determined to be a potential fi t with the theme of the special issue will be invited to su).bmit a paper by the above specifi ed date.
Submitted papers will be reviewed by the editors and reviewers, as per the journal’s regular blind peer review process. Thus, an invitation to submit a full paper is not a guarantee of acceptance.
Inquiries regarding the topic or scope for the special issue can be sent to Martin D. Ruck (firstname.lastname@example.org), Rashmita S. Misty (email@example.com), or Constance A. Flanagan (cafl firstname.lastname@example.org)