WCW's Women Change Worlds Blog

Today we lost a Phenomenal Woman writ large and a national treasure, Dr. Maya Angelou, at the age of 86. Last year on April 4, 2013, we cross-posted a birthday tribute to her extraordinary life here on Women Change Worlds and at the blog page of the National Center for Civil and Human Rights Voices of our Community Blog. In honor of her passing, and in honor of phenomenal women everywhere, we are re-posting this blog again today. 

Happy Birthday Maya Angelou!

We may remember today many ways, but one of the happiest has to be by wishing an ebullient “Happy Birthday!” to one of America’s living national treasures: Dr. Maya Angelou, who was born on this day, as Marguerite Ann Johnson, in 1928.  In the 85 years since then, she has graced our nation and the world with wisdom, vivacity, courage, and splendor as the very embodiment of the figure she made famous in her poem, “Phenomenal Woman.”  On a day that encourages us to reflect on civil and human rights with the widest possible scope, we can use this occasion to look closely at the many ways that Dr. Angelou has blazed paths, opened doors, and enlarged life and living for the rest of us.

Dr. Angelou is perhaps best known for her groundbreaking autobiography, I Know Why the Caged Bird Sings, first published in 1969, which tells the story of her tumultuous childhood and its overcoming, and then again for her riveting recitation of the poem “On the Pulse of Morning” at President Bill Clinton’s inauguration in 1993, or as the first poet to be invited to a presidential inauguration since Robert Frost appeared at John F. Kennedy’s inauguration in 1961.  Yet, these anchors of public awareness only punctuate a life of irrepressible self-invention that has enlarged our sense of what human beings are capable of and what human liberation might actually look like.  Challenging early circumstances in Dr. Angelou’s life – family violence, family mobility, economic insecurity, sexual abuse – only served to refine and lay bare her genius and expose us to her gifts – artistic, political, literary, and spiritual. 

This Phenomenal Woman was the first African American woman to author a screenplay: Georgia, Georgia, the first African American woman to direct a major motion picture: Down in the Delta, the first major Black writer to author a fourth (then a fifth and sixth) autobiography (giving W.E.B. DuBois, who famously authored three, a run for his money and his historical legacy), and even the first African American female streetcar conductor in San Francisco.  Yet, this litany of firsts obscures a deeper contribution to women’s empowerment and the global legacy of civil and human rights for people of African descent.

As an integral creative spirit within the Black Arts Movement of the late 1960s and early 1970s, Dr. Angelou’s works of autobiography then poetry helped lay the foundation for Black women’s literature and literary studies, as well as Black feminist and womanist activism today.  By laying bare her story, she made it possible to talk publicly and politically about many women’s issues that we now address through organized social movements – rape, incest, child sexual abuse, commercial sexual exploitation, domestic violence, and intimate partner violence.  Through the acknowledgement of lesbianism in her writings as well as her public friendship with Black gay writer and activist James Baldwin, she helped shift America’s ability to envision and enact civil rights advances for the LGBTQ community.  And the time she spent in Ghana during the early 1960s (where she met W.E.B. DuBois and made friends with Malcolm X, among others), helped Americans of all colors draw connections between the civil rights and Black Power movements in the U.S. and the decolonial independence and Pan-African movements of Africa and the diaspora. 

By communicating through the arts, Dr. Angelou has always brought a much-needed dimension of heart and soul to our political efforts and aspirations.  Her life-as-career has been recognized for its universal value to others in her appointment as the lifetime Reynolds Professor of American Studies at Wake Forest University, as well as through numerous awards and recognitions. The long arc of her contributions to civil and human rights, which reaches back to her early employment with the Southern Christian Leadership Conference, reached a tragic pitch with the assassination of her friend and colleague Dr. Martin Luther King on her 40th birthday in 1968, and proceeds forward to the recent formation of the Maya Angelou Center for Health Equity at Wake Forest School of Medicine, is now part of the fabric of our history.

At 85, Dr. Maya Angelou is a living legend and cultural treasure. Her courage in the service of freedom and justice has left its unmistakable mark on our world. As she once stated, “Courage is the most important of all the virtues, because without courage you can’t practice any other virtue consistently.”

On this day, as an act of honor and celebration, I encourage everyone to seek out and share a book, poem, film, song, or speech by Dr. Maya Angelou – but not to stop there.  To truly honor her life, we must look around and witness the many “caged birds who still sing” – and then find a way to help open doors to freedom.  We can look to organizations like the National Center for Civil and Human Rights, which has become a convener of change conversations and a facilitator of change actions, or to organizations like the Wellesley Centers for Women, that works to move the needle of change by supporting social change efforts through social scientific research, theory, and action.  But we can also start right where we are, as Dr. Angelou did so many times herself, and ask ourselves, “What can I do, right here, right now?”  There are so many ways to get involved, and, like Dr. Angelou, to live a life that makes a difference.

Layli Maparyan, Ph.D., is executive director of the Wellesley Centers for Women, Wellesley College.

This blog was originally published on the National Center for Civil and Human Rights Voices of our Community Blog.

We may remember today many ways, but one of the happiest has to be by wishing an ebullient “Happy Birthday!” to one of America’s living national treasures: Dr. Maya Angelou, who was born on this day, as Marguerite Ann Johnson, in 1928.  In the 85 years since then, she has graced our nation and the world with wisdom, vivacity, courage, and splendor as the very embodiment of the figure she made famous in her poem, “Phenomenal Woman.”  On a day that encourages us to reflect on civil and human rights with the widest possible scope, we can use this occasion to look closely at the many ways that Dr. Angelou has blazed paths, opened doors, and enlarged life and living for the rest of us.

Dr. Angelou is perhaps best known for her groundbreaking autobiography, I Know Why the Caged Bird Sings, first published in 1969, which tells the story of her tumultuous childhood and its overcoming, and then again for her riveting recitation of the poem “On the Pulse of Morning” at President Bill Clinton’s inauguration in 1993, or as the first poet to be invited to a presidential inauguration since Robert Frost appeared at John F. Kennedy’s inauguration in 1961.  Yet, these anchors of public awareness only punctuate a life of irrepressible self-invention that has enlarged our sense of what human beings are capable of and what human liberation might actually look like.  Challenging early circumstances in Dr. Angelou’s life – family violence, family mobility, economic insecurity, sexual abuse – only served to refine and lay bare her genius and expose us to her gifts – artistic, political, literary, and spiritual. 

This Phenomenal Woman was the first African American woman to author a screenplay: Georgia, Georgia, the first African American woman to direct a major motion picture: Down in the Delta, the first major Black writer to author a fourth (then a fifth and sixth) autobiography (giving W.E.B. DuBois, who famously authored three, a run for his money and his historical legacy), and even the first African American female streetcar conductor in San Francisco.  Yet, this litany of firsts obscures a deeper contribution to women’s empowerment and the global legacy of civil and human rights for people of African descent.

As an integral creative spirit within the Black Arts Movement of the late 1960s and early 1970s, Dr. Angelou’s works of autobiography then poetry helped lay the foundation for Black women’s literature and literary studies, as well as Black feminist and womanist activism today.  By laying bare her story, she made it possible to talk publicly and politically about many women’s issues that we now address through organized social movements – rape, incest, child sexual abuse, commercial sexual exploitation, domestic violence, and intimate partner violence.  Through the acknowledgement of lesbianism in her writings as well as her public friendship with Black gay writer and activist James Baldwin, she helped shift America’s ability to envision and enact civil rights advances for the LGBTQ community.  And the time she spent in Ghana during the early 1960s (where she met W.E.B. DuBois and made friends with Malcolm X, among others), helped Americans of all colors draw connections between the civil rights and Black Power movements in the U.S. and the decolonial independence and Pan-African movements of Africa and the diaspora. 

By communicating through the arts, Dr. Angelou has always brought a much-needed dimension of heart and soul to our political efforts and aspirations.  Her life-as-career has been recognized for its universal value to others in her appointment as the lifetime Reynolds Professor of American Studies at Wake Forest University, as well as through numerous awards and recognitions. The long arc of her contributions to civil and human rights, which reaches back to her early employment with the Southern Christian Leadership Conference, reached a tragic pitch with the assassination of her friend and colleague Dr. Martin Luther King on her 40th birthday in 1968, and proceeds forward to the recent formation of the Maya Angelou Center for Health Equity at Wake Forest School of Medicine, is now part of the fabric of our history.

At 85, Dr. Maya Angelou is a living legend and cultural treasure. Her courage in the service of freedom and justice has left its unmistakable mark on our world. As she once stated, “Courage is the most important of all the virtues, because without courage you can’t practice any other virtue consistently.”

On this day, as an act of honor and celebration, I encourage everyone to seek out and share a book, poem, film, song, or speech by Dr. Maya Angelou – but not to stop there.  To truly honor her life, we must look around and witness the many “caged birds who still sing” – and then find a way to help open doors to freedom.  We can look to organizations like the National Center for Civil and Human Rights, which has become a convener of change conversations and a facilitator of change actions, or to organizations like the Wellesley Centers for Women, that works to move the needle of change by supporting social change efforts through social scientific research, theory, and action.  But we can also start right where we are, as Dr. Angelou did so many times herself, and ask ourselves, “What can I do, right here, right now?”  There are so many ways to get involved, and, like Dr. Angelou, to live a life that makes a difference.

Layli Maparyan, Ph.D., is executive director of the Wellesley Centers for Women, Wellesley College.

Today, the International Day to End Violence Against Women and Girls, we call for a renewed commitment to this work in the U.S. The UN Women’s executive director has called for governments to make visible at the highest level a “commitment to addressing violence against women and girls in the context of COVID-19.” As we approach 2021 and look forward to a new federal administration in the U.S., we not only encourage our government to act immediately to work to end violence against women and girls (VAWG), but we also remind individuals and communities of the important roles they play in this work.

A commitment to ending VAWG is critical during the COVID-19 global pandemic. We know the facts: Violence against women is a human rights violation of pandemic proportions — and it is exacerbated during times of job loss, economic insecurity, and extended periods of time at home. COVID-19 has brought many stressors into homes across the U.S., and reports of domestic violence and child abuse, including sexual assault, have increased.

Even prior to the pandemic, one in three women worldwide (including in the U.S.) experienced physical or sexual violence, most often at the hands of an intimate partner. VAWG increases when families face economic challenges, including unemployment. Coping with health needs and concerns, grieving the deaths of loved ones, and caring for children have also contributed to higher stress levels, leading to an increase in VAWG. Furthermore, limited interactions with caring communities and a change in the nature and availability of services compound the problem and contribute to the violence that occurs behind closed doors.

We need to be vigilant in addressing violence and abuse and raise awareness on international, national, and local levels. First, we encourage our government to disseminate a strong message calling for an end to violence against women. We recognize that President-elect Biden and Vice President-elect Harris have a lot on their respective plates right now, most notably the tremendous pressure to respond to the health crisis brought about by COVID-19 and its threat to all Americans. By prioritizing COVID-19 relief, the incoming administration also has an opportunity to begin reversing some of the negative effects the coronavirus pandemic has had in terms of VAWG.

Biden has prioritized ending violence against women legislatively in the past, but this issue needs to be brought to the forefront once more. An important immediate response is to reinstate the Violence Against Women Act (VAWA) — originally co-authored by Biden during his days in the Senate, and renewed many times. VAWA supported a National Panel on Violence Against Women (on which Linda Williams served) designed to develop a research agenda to increase the understanding and control of violence against women and has supported quality care for victims while also mandating research efforts to support important violence against women research.

This act last expired in 2019. The most recent version, passed by the House of Representatives, addressed issues of violence against BIPOC women and the LGBTQ community, all of which are critical to combating VAWG today. Passage and reauthorization of a new VAWA will have to overcome the roadblocks previously encountered in the Senate, and its fate may depend on the results of the Georgia runoff races. We urge all government leaders to recognize the importance of a VAWA that is good for all women, children, and families — especially those who identify as BIPOC.

A decisive position is needed to lead us out of this dark time in the history of violence against women. Once we’ve reached the other side of the pandemic, there needs to be a focused effort — supported by ongoing research and community collaboration — leading to a consortium of federal agencies, researchers, practitioners, and survivors that will examine the next steps needed to end VAWG and to address social norms that promote it.

It is also critically important for the new administration to amend the regulations on how colleges and universities respond to sexual assault, not only to assure women’s equal access to education as provided by Title IX, but also to contribute to a change in the culture that currently, at best, minimizes and, at worst, encourages sexual violence, physical abuse, and sexual harassment of women and girls. On this day dedicated to ending violence against women and girls, it is time to stop minimizing the experiences of victims and to take decisive action to hold men accountable, starting at the highest levels of government.

Linda M. Williams, Ph.D., is director of the Justice and Gender-Based Violence Research Initiative at the Wellesley Centers for Women at Wellesley College. Her research focuses on the justice system response to sexual violence, commercial sexual exploitation of women and children, human trafficking, intimate partner violence, and child maltreatment.

Hayley Moniz is a member of the Wellesley College class of 2022 who is majoring in Sociology. At the Wellesley Centers for Women, she was awarded the Class of 1967 Internship for the 2020-2021 academic year, which supports her work with Dr. Williams on the justice system response to sexual violence.

I’m not an athletic purist, one who finds poetry in the elemental mano-a-mano competition of strength, agility and smarts (sigh, yes, I know there’s strategy) of boxing and mixed martial arts, which include grappling moves. Honestly, I just don’t enjoy seeing people beat, punch or twist the crap out of one another. Period.

That aside, I appreciate what Ronda Rousey is doing these days. When you consider that the Institute for Women’s Policy Research estimates we are 43 years away from wage parity with men, Ms. Rousey deserves credit for speeding things up.

In 2012, she became the first woman signed by Ultimate Fighting Championship, the largest mixed martial arts promotion company in the world, and three years later claims to be the UFC’s highest paid fighter. Kurt Badenhausen of Forbes, who compiles the list of highest-paid female athletes, puts Rousey at #8 for 2015 with $6.5 million in earnings, including $3 million in salary (the other $3.5 million from endorsement deals plus a bestselling book and three movies).

Mind you, his calculations came out before the Ms. Rousey’s blockbuster UFC193 November 2015 fight against Holly Holm, which drew 56,215 to Etihad Stadium in Melbourne, Australia, the largest crowd ever for a UFC event. It was also the third most purchased UFC pay-per-view event, attracting more than 1.1 million buyers.

Despite the pre-match promotions and expectation that Ms. Rousey would continue her rampage, the fight turned out not to be a female version of The Thrilla in Manilla. Ms. Holm won – quickly -- stunning everyone who had expected Ms. Rousey to continue the dominance that had her winning 11 matches in the first round.

There remain troubling inequalities in men’s and women’s combat sports. When women box at the Olympics in Rio – women’s boxing debuted in the modern era at the 2012 London Olympics -- there will be three events to the men’s 10. And in classic Olympic Committee style women’s competitions are slightly shorter than the men’s. There will be four 2-minutes rounds, while the men will have three 3-minute rounds (men get an extra minute!).

Yet, women’s fights have gained legitimacy and come a long way from the days of mud wrestling. The emergence of mixed martial arts as a spectator sport – and UFC as a forum – are just over two decades old. Where mud wrestling – not actually a sport – was a 1980s phenomenon about the sex appeal of barely clad women grappling in brown goo, UFC is not titillating in the least.

Ms. Rousey, the MMA competitor, hardly evokes the version of herself with the blonde trusses wearing the painted-on swimsuit in the new Sports Illustrated issue. Which is to say, you never know where progress toward gender equality in sports will come from – or the complications such a boost will offer. Feminism can demand purity, much as boxing fans focus on the base beauty of the physical human contest.

Some celebrate Ms. Rousey as the quintessential feminist while others see her as a traitor. When asked by an Australian reporter about gender pay equity in sports, she didn’t offer an ideological frame – or much sympathy. Rather, she said, “I think that how much you get paid should have something to do with how much you bring in.”

She added that, “I’m the highest-paid fighter not because Dana and Lorenzo wanted to do something nice for the ladies. They do it because I bring in the highest numbers. They do it because I make them the most money. And I think the money that they make should be proportionate to the money they bring in.”

There are a thousand reasons why it’s more complicated than this for women in sports as well as other jobs and career fields. But as we celebrate National Girls and Women in Sports Day, it is a reminder that gains are not always neat, intended or harmonious. And sometimes we win even when we don’t mean to.

Journalist Laura Pappano is writer-in-residence at the Wellesley Centers for Women and a leader of The Women’s Sports Leadership Project. For seven years, she edited the FairGameNews blog, now preserved as an archive.

This will be the first time that female athletes are allowed to compete in ski jumping at the Olympics so it’s fitting that the 2014 Winter Games in Sochi, Russia open Thursday on the heels of National Girls and Women in Sports Day February 5th.

The satisfaction goes beyond the glow of victory after a long battle because access for female ski jumpers represents progress in the broader quest for gender equity. As in this case, athletics often carry meaning beyond the competition itself.

Sport is both a tool in the quest for political, social, and economic equality and a glass that magnifies the failings of fairness on a societal level. What happens on the field affects and reflects the world off the field (or the slope)-- and vice versa. The cascading events of the 1970s -- the rise of the women’s movement, passage of Title IX, and expanding sport and career opportunities-- express the relationship.

This is important, but well-trod territory. So three of us at WCW asked another question: How does this dynamic actually play out for the individual athlete?

Sports matter off the field, but precisely how do they matter? A study published in 2012 that drew data from polling alumni suggests a connection between college sports participation and higher earnings a decade after graduation. That data relies on a look back by those who had successfully navigated a career launch.

But how do recruiters on the front-end value a varsity credential? Does sports participation in college, for example, offer access to enter a corporate career?

Given the widespread assumption that sports are a steppingstone to business success, we wanted to know: What qualities do recruiters look for in new graduates, how are sports experiences evaluated, and do athletes have an advantage when being screened for an initial interview? Do male and female, black and white candidates fare equally?

We asked human resource professionals experienced in recruitment to complete a detailed online survey in which they selected from a list of eight leadership attributes the top four they seek in candidates, rate candidate profiles based on those qualities, and rank-order candidates to invite for an interview.

Recruiters received randomly generated profiles that varied sex (signaled by first name), race (signaled by African-American–related extra-curricular activity or not), and leadership experience (athletic or non-athletic). Extracurricular activities were varied to reflect leadership experience in a non-athletic activity (such as Editor-in-Chief of the newspaper or representative to the Board of Trustees) or varsity athletic experience as either a top basketball or track athlete. Candidates had similar GPAs, majors, career interests, and research and work experiences.

Our findings showed that among the 828 recruiters who completed the survey, 72 percent identified “ability to work in a team” as among the top four attributes. Recruiters rated athletes over non-athletes on the ability to work in a team and being results-driven. This held true regardless of a candidate’s sex or the rater’s sex or involvement with athletics as a leisure pursuit. At the same time, athletes received lower ratings than non-athletes on organizational skills, critical thinking, follow-through on tasks, and transferable skills.

The results were surprising and interesting on a few levels. First, it was striking that female athletes got the same “credit” for participation as their male counterparts. Second, even as raters saw athletes as being the classic “team player” and driven to produce results, they seemed unaware of organization skills college athletes need to juggle academics with daily practice, travel, etc. Third, while critical thinking skills may not be explicitly required of athletes, the lower rating suggests a “dumb jock” stereotype at play given that all candidates had similar majors and GPAs. Raters also did not appear to recognize that the follow-through of athletic training and preparation, like a range of other skills, had transferrable value outside of sport.

What does this mean for the individual athlete?

The message is that even though it has nearly become a cliché for managers and corporate leaders to extoll the virtues of athletic participation, the recruiters who serve as gatekeepers screening resumes don’t see it – beyond the obvious “teamwork” credential. Our findings challenge athletes to better articulate just what they are learning on the sport field and how that can be translated off the field. Athletes also must address recruiter beliefs that they struggle with organization and critical thinking. They must also be explicit in describing how positive skills they hone in sport will be useful in the workplace.

Overall, there is notable good news. We found that female athletes received equal consideration as their male counterparts from raters selecting candidates for an interview. Yet, if the experience of playing a college sport builds skills that are valuable in the workplace, our results show that both male and female college athletes must better communicate that message to recruiters, who may have spent their college years in the stands.

Let the Games begin!

This article was contributed by Laura Pappano, Sumru Erkut, Ph.D. and Allison Tracy, Ph.D. Pappano, writer-in-residence at the Wellesley Centers for Women (WCW) at Wellesley College, is an experienced journalist who writes about education and gender equity issues in sports. Research by Erkut, WCW associate director and senior research scientist, encompasses variations in the course of child and adult development. Tracy is a Senior Research Scientist and Methodologist at WCW, where she provides technical expertise in a wide range of statistical techniques used in the social sciences.

This week we recognize the International Day for the Elimination of Violence against Women. Indeed, gender-based violence impacts women across the globe. Rape in conflict zones or of refugees or of child brides are all horrific and this day makes it clear that violence against women is still a pressing problem—and this includes sexual violence on college campuses.

Today we applaud the courageous women who created, produced, and spoke out in the film “The Hunting Ground.” This movie makes it clear that although sexual assault on campus occurs in the ivied halls of elite U.S. institutions (as well as in the big 10, in religiously affiliated, secular or community colleges) it is not simply one of those #firstworld problems which we must apologize for worrying about in the face of all the tragedies in the world.

“The Hunting Ground” demonstrates the extent to which sexual assault on campus represents not only the evil one person commits against another but also places the harms of campus rape within the context of the institutions. When an institution does not take steps to end sexual violence then they can be seen as providing institutional support for rape and rape culture. While, of course, not all schools fail in this way, many do and the work of the organizers of www.endrapeoncampus.org has brought this to the attention of us all.

The sexual assault of college students—of women and some men—is a denial of access to education. If permitted to continue it relegates women to a marginal status and basically is a way of telling women to “go home.” It gives this message to some women: “If you can't take what is being handed out then you can give your seat at this university to someone who can—to a male” (the male you took it from when women decided they should be able to seek an education so they could become lawyers, doctors, engineers, teachers, writers, political scientists--- be women who will make a difference in the world.) Carol Tracy (executive director of the Women’s Law Project, who was honored by the American Society of Criminology just last week for her fight for justice) called the women of “The Hunting Ground” courageous and amazing. Last week Carol helped me to recognize and, yes, maybe even believe, that this film and more importantly the work of these women is the ground zero for a cataclysmic change in how we respond to rape and a path to changing social norms about rape. Certainly this is a turning point in the lengthy battle to stop sexual violence and to end rape. As such, the impact will hopefully go far beyond campuses and the U.S. It is a strong message to victims and survivors throughout the country and throughout the world that they are not alone.

Since Carol and I started working in this field in the early 1970s there has been much change. Many steps forward. In the 1970s there was almost no recognition of the seriousness of the problem of rape for women and men of our land (well except for the brutal legacy of the way black men suspected of rape of white women were treated—an important part of our history we need to return to on another day because I suspect it plays a role in the conflict around men women and rape in the U.S. today.) In the early 1970s Carol was involved in a sit-in against rape that occurred at a fraternity and I was involved in research that led to the discovery that rape was much more likely to take place at the hands of someone known to the victim than to involve a stranger.

Since the 1970s we demonstrated the importance of evidence and rape kits (and then some folks “forgot” to test them) and rape crisis centers were started and researchers began to pay attention to this crime and to victimization. Laws were changed and victims were supported in the process… But in many ways it had begun to feel like we had hit a wall on the progress needed to end rape, to find justice for the survivors and to eliminate violence against women. The film, “The Hunting Ground” and the courageous and ground breaking work of Andrea Pino and Annie E. Clark and all the survivors who have made their voices heard make me think—change will come ... A new wave is breaking. “The Hunting Ground” is ground zero for changing norms around sexual assault and eliminating this form of violence against women.

Linda Williams, Ph.D. is co-director of the Justice and Gender-Based Violence Research Initiative at the Wellesley Centers for Women at Wellesley College.

This article was originally published May 10, 2013 on Huffington Post by Alex Sanger, chair of the International Planned Parenthood Council and member of the Wellesley Centers for Women Council of Advisors.

Virginia and New Jersey have spoken - the former electing a pro-choice governor and the latter an anti. Did choice matter? Did women matter?

The Choice Gap in Virginia
Abortion was considered the third most important issue by Virginia voters, with the economy and health care coverage outweighing it. The Virginia electorate's views on abortion rights almost exactly mirror the national opinion. The 2012 national election and 2013 Virginia election exit poll breakdown are as follows, when the voters were asked if abortion should be:

Legal in all cases: 29% (National 2012); 27% (Virginia 2013)
Legal in most cases: 30% (National 2012); 33% (Virginia 2013)
Illegal in most cases: 23% (National 2012); 23% (Virginia 2013)
Illegal in all cases: 13% (National 2012); 11% (Virginia 2013)

Voters nationally and in Virginia generally vote for the candidate that supports their view, with the exception of the "legal in most cases" group, which tends to have a greater percentage voting for the anti-choice candidate than the "Illegal in most cases" group has voting for the pro-choice candidate.

Legal in most cases: 58% (Obama); 40% (Romney); 59% (McAuliffe); 30% (Cuccinelli)

Illegal in most cases: 22% (Obama); 76% (Romney); 17% (McAuliffe); 80% (Cuccinelli)

In other words, there is a 20-percentage point difference in voting patterns in these categories. The pro-choice candidates, Obama and McAuliffe, got 58% and 59% respectively of the 'legal in most cases' voter, while Romney and Cuccinelli got 76% and 80% of the 'illegal in most cases' voter.

This pattern is similar to the abortion gap in 2012. Romney got 29% of the vote of people who thought abortion should be legal, whereas Obama got only 21% of the vote of people who thought abortion should be illegal.

This is a pattern that has been seen repeatedly in national and state elections. The mostly pro-choice voter votes other issues more than choice, whereas the mostly anti-choice voter does not. That said, the raw numbers still favor by a slight margin the 'pro-choice candidate since the pool of voters in the 'legal in most cases' camp is larger by 7-10 percentage points than the 'illegal in most cases' voters.

The Gender Gap in Virginia
There was the usual gender gap in Virginia with men supporting Cuccinelli 48 to 45 and women supporting McAuliffe 51 to 42 for a 12-point gap, virtually identical to the 2012 Virginia gender gap for Obama of 13 points. The national gap gender for Obama in 2012 was 18 points, hence Virginia trails the national average.

54% of white women voted for Cuccinelli and 51% of married women. Women are not monolithic, to say the least, in their support of pro-choice candidates or Democrats.

The Marriage Gap in Virginia
A greater voting gap was the married-unmarried gap. In 2012, married voters went for Romney 56-42. Unmarried voters went for Obama 62-35, for a 41-point marriage gap.

In Virginia in 2013, marrieds went for Cuccinelli 50-43 and unmarrieds for McAuliffe 62-29, for a 40-point marriage gap, virtually identical to the national marriage gap.

New Jersey
In New Jersey, every group went for the popular anti-choice, anti-family planning incumbent, with 63% of men and 57% of women voting for Christie. Abortion rights were not a major issue in the campaign, not registering on the exit polls.

The messages from these campaigns include the non-monolithic character of women voters and choice voters. Issues other than choice, and even family planning, are not the primary determinants of many women voters. The gender gap is real but the marriage, income and race gaps are greater. Politicians have yet to make the compelling case that reproductive freedom is essential for women, and men, and that they should vote accordingly. The connections to issues perceived as of greater importance, like the economy, taxes and health care coverage, need to be made. Healthy families with planned and spaced children of one's choosing lead to increased women's participation in the economy, more productivity, and less health care expenditures and taxes. This is a message equally compelling to people who are married as those who are not, but so far only the latter group have gotten the message and vote accordingly, as they want to keep their life options open.

Alexander Sanger is the author of Beyond Choice: Reproductive Freedom in the 21st Century, published in January 2004 by PublicAffairs. The grandson of Margaret Sanger, who founded the birth control movement over eighty years ago, Mr. Sanger is currently Chair of the International Planned Parenthood Council and has served as a Goodwill Ambassador for the United Nations Population Fund.

Over the past few months, in my role as the Chair of the American Camp Association’s (ACA) Task Force on Non-Cognitive Skills, I have been immersed in the research and popular literature on what journalist-author Paul Tough calls “non-cognitive skills.” Numerous discussions, papers, books, and organizations have surfaced that are creating a great deal of confusion about what we are actually talking about. From Angela Lee Duckworth of the University of Pennsylvania, who uses the term “grit,” to Ellen Galinsky’s Mind in the Making, to the Partnership for 21st Century skills, to CASEL's work on Social and Emotional Learning, I have become overwhelmed with the attention this issue is currently receiving. But what exactly are we all talking about? Is nomenclature getting in the way of a shared understanding of the “it”? Several labels or terms have been used (grit, life skills, applied skills, executive function, emotional intelligence, non cognitive skills, soft skills, character skills, leadership skills, and on, and on) but are they all same?

And more importantly are we missing something? Are we overlooking the importance of relationships and caring adults? Willis Bright, past director of the Youth Program at Lilly Endowment and a member of the ACA Task Force, speaks about “navigational and interpretative skills” thus adults helping youth to develop a moral compass in an increasingly complex society. That got me thinking about the work of Bonnie Benard and her colleagues at Stanford University on Resiliency Research.

According to Benard, “we are all born with innate resiliency, with the capacity to develop the traits commonly found in resilient survivors: social competence (responsiveness, cultural flexibility, empathy, caring, communication skills, and a sense of humor); problem-solving (planning, help-seeking, critical and creative thinking); autonomy (sense of identity, self-efficacy, self-awareness, task-mastery, and adaptive distancing from negative messages and conditions); and a sense of purpose and belief in a bright future (goal direction, educational aspirations, optimism, faith, and spiritual connectedness)” (Benard, 1991).

But when faced with adversity, these inborn traits may not develop. Benard (1991) Werner (1993) and others have discovered there are “protective factors,” that can help young people develop resilience despite high levels of risk: caring relationships, high expectations and meaningful participation and contribution.

Our work at the National Institute on Out-of-School Time supports the resiliency research. The Afterschool Program Assessment System and its linked outcome tools, SAYO (Survey of Afterschool Youth Outcomes), are based on this framework. Our theory is that afterschool program can be the place where young people can learn social and emotional skills in an environment where caring adults, set high expectations and provide meaningful leadership opportunities for young people.

Despite their similarities, grit emphasizes one's internal resources while de-emphasizing the important external factors that help contributes one's success--something that resiliency theory includes. The APAS system, which is based on this resiliency framework, highlights the importance of supportive adult relationships in the healthy development of youth--something we should keep in mind as we begin a new year of academic and out-of-school-time programming.

Ellen Gannett, M.Ed. is the Director of the National Institute on Out-of-School Time at the Wellesley Centers for Women, Wellesley College where she ensures that research bridges the fields of child care, education, and youth development in order to promote programming that addresses the development of the whole child.

This blog post, by Kathy Schleyer, was entered in the Wheelock College Policy Connection 2013 Student Blogger Contest and earned second place. The original post can be found on the Wheelock College Blog.

It happens to be a snowy day in March and I sit in the comfort of my warm (relatively) house in the suburbs of Boston. I am a middle-aged graduate student at Wheelock College studying contemporary issues of children and families. One of our assignments is to research and report on a personal topic of interest. Professionally, I am the Director of Training at the National Institute on Out-of-School Time (NIOST) at the Wellesley Centers for Women. I could write extensively on the importance of afterschool for children and youth, but today I must write on another topic.

A few years ago my daughter, while in college in Connecticut, invited me to a community gathering she helped organize on human trafficking. The purpose of the meeting was to raise awareness of the topic and to encourage attendees to take action to help support young women who are lured or forced into a captive life of servitude or sexual exploitation. The impetus nationwide is to provide supports for the women to decriminalize their actions and to find, prosecute, and penalize the "johns" and pimps. At the time Massachusetts was one of three states without human trafficking legislation.

Today, Massachusetts has legislation in place against human trafficking but it is time to enact new legislation to protect a particularly vulnerable group of young adults who can fall prey to those who would enslave them into a life of sexual exploitation. These youth are called "unaccompanied homeless youth" and are defined as 1) under the age of 25 and 2) not in the physical custody or care of a parent or legal guardian and 3) lacking fixed, regular, and adequate housing. My intent is to draw attention to the importance of passing legislation to support unaccompanied homeless youth to them help avoid mental trauma, dropping out of school, living on the street, or becoming victims of human tracking. The multiple risks faced by homeless youth trying to survive on their own demand solutions that encompass stable housing, access to mental health services, job and skill development, etc. Therefore, legislation or state funding through line item budgeting is needed to enable these wraparound services.

First we must find these young people. An anecdotal phrase that describes one survival mode is "couch surfing." This term refers to youth that move from house to house seeking temporary refuge with help from relatives, friends or strangers. Others live on the street trying to survive by work (hard to get) or petty crime, selling drugs, trading sex for food or money or get caught up in the ravages of prostitution and illegal activities. The Massachusetts Department of Elementary and Secondary Education (MA DESE) estimates that there are approximately 6,000 high school students unaccompanied and homeless. This figure does not include those who have already dropped out of school or older youth aged out of the school system.

A classmate of mine "adopted" a homeless high school senior when her son brought him home one day saying that he had nowhere to live. He stayed for the remainder of the school year and enlisted in the U.S. Army upon graduation. This boy is fortunate- care came to him, but it is estimated by the Commission on Unaccompanied Homeless Youth that 50 high school students were homeless in the same town as this boy that year. It is unlikely many of those adolescents were as lucky.

I am grateful for my warm house and my family. I am so far removed from the experience of homelessness that it is hard for me to picture the day-to-day suffering of those affected. I donate money and I volunteer at a downtown shelter, but that is easy and I always go home to my own bed. Some reports describe the effects of street life as mirroring post-traumatic stress syndrome. We can look to nonprofits and churches to assist but it is time to act legislatively. We have the means to offer help and support through our public institutions and through our policing response. The human trafficking legislation passed in Massachusetts to protect vulnerable children, such as homeless youth, from sexual exploitation is proof of that fact. Giving first responders the ability to safeguard youth rather than arrest them, similar to the human trafficking legislation, is essential. Massachusetts has taken steps in this direction but it must go further with legislation and/or budgeting specifically directed towards unaccompanied homeless youth. I urge you to support the work of the Massachusetts Unaccompanied Homeless Youth Commission in addressing this issue. Visit the Massachusetts Coalition for the Homeless for more information and steps you can take.

Reference: Homelessness in Massachusetts Public Schools. From http://www.mahomeless.org/images/2011_data_8-12.pdf

Kathy Schleyer is an Educational Studies graduate student at Wheelock College (degree expected December 2013), and the Director of Training at the National Institute on Out-of-School Time (NIOST). She works to support the professional development of afterschool staff. Her primary focus is on the use of assessment tools to improve program quality and to help youth reach positive outcomes.

As Father’s Day approaches, many of us are thinking about the role that fathers play in our lives—whether they are our own fathers, our spouses, our relatives, our children. I spend more time than the average person thinking about the role that fathers play. Specifically, I study the conversations they have (or in many cases, don’t have) with their teenage children about sex and relationships, and the effects these conversations have on their teens’ health.

Research has shown that when fathers talk with their teens about sex, it can protect teens from risky sexual behavior. But few fathers actually talk with their teens about sex, and many of those who do report not talking very often. Most research on this topic focuses on mothers, and few interventions (i.e., educational programs) to promote parent-teen talk about sex are tailored for fathers. My research team and I wanted to change that: We wanted to develop a program that could effectively support fathers.

First, we needed a better understanding of fathers’ goals and challenges around talking with their teens about sexual issues and what they wanted a program to look like. Our study found that fathers were enthusiastic about the idea of a program that could guide them in these conversations. They wanted something more peer-based or interactive than most existing programs. They wanted the opportunity to share experiences and learn from other fathers with backgrounds similar to theirs. And they were interested not only in what to talk about, but how to talk about it, as well as when and how often.

Armed with this information, we developed a program called Connected Dads, Healthy Teens. It’s a four-week online program that involves animated online lessons for fathers and teens, interactive activities for fathers and teens, and an online peer support group for fathers. We wanted fathers and teens to be involved every step of the way, so we developed the program with the help of a family advisory board made up of fathers and teens who offered their advice on key topics and structure for the program.

Our goals for Connected Dads, Healthy Teens are to share accurate information about sex and relationships, give fathers and teens a chance to reflect on their own values, provide peer support for fathers’ talk with their teens, and increase fathers’ and teens’ comfort and ability to have conversations about sex and relationships. The program covers topics including healthy and unhealthy relationships, consent and readiness for sex, and sexual risk and protection.

We just finished our pilot program, where 50 pairs of fathers and teens tried out the Connected Dads, Healthy Teens program and shared their feedback on what they thought about it. We’ll use this feedback to make the program more effective going forward. With a program designed specifically for them, fathers can receive the support they need to have critical conversations that protect their teens’ health—and create stronger father-teen relationships along the way.

Jennifer M. Grossman, Ph.D., is a senior research scientist who leads the Family, Sexuality, and Communication Research Initiative at the Wellesley Centers for Women.

Content warning: This blog post talks about human trafficking and commercial sexual exploitation of a child.

Kate Price (right) and her mother (left) in 1985.

I despise the question “Why didn’t they just leave?” As an anti-human trafficking advocate, I know that question, when asked of victims of human trafficking or gender-based violence, often reveals more about the inquisitor’s lack of understanding than a victim’s reasoning. In my experience, anyone who can ask that question has the privilege of never having been entangled within the dynamics of interpersonal violence. I am grateful for research that explains the complicated factors faced by people making the stay-leave decision: fear of being killed; economic dependence; self-blame; charming perpetrators promising it will never happen again; shame; lack of affordable, stable housing; and on and on and on.

But this time I am the person asking the question. I recently learned my late mother knew my father was commercially sexually exploiting me as a child. When I was 5, my mother caught my father selling me for sex via CB radio in our backyard garage. My mother and I did leave, but returned after a week. My sense is my mother thought he had stopped, but he just got more secretive. Instead of holding parties in our garage, he began taking me to a nearby rest area along the major highway that ran past our house to meet his trucker clientele. The trafficking continued for seven more years, until my father left when I was 12 to marry his mistress.

My blood runs cold as I write that last sentence. Turning my blood to ice is my body’s way of confirming excruciating details of the violence I endured. I am still wrapping my head around the fact my mother knew and we stayed. We stayed. I only learned these details about a month ago while investigating my history in my hometown. My mother swore a family friend to secrecy just before she died.

I rationalize my mother’s actions as terror that I would be put into foster care if anyone had discovered the truth. While that fear may have been part of her calculus, I wish I could ask my mother how and why she made the decisions she did: Did my father threaten to kill us if we left again or if you told anyone? He was a sadist: he found great pleasure in harming and humiliating us. My survival always felt tied to his presence, mood, and blood alcohol level. I learned from an early age how to please him to stay alive. My first sentence was “Where’s Daddy?” Her resolve to keep me breathing feels like the one answer I could square. But I can’t ask her since she died from cancer 29 years ago.

Why didn’t you tell me you knew even when your cancer became terminal? This is another question I wish I could ask. My sense is my mother hoped I would leave our small Appalachian hometown and never look back after I graduated from college six months after she died. Her dying wish was for me to go to graduate school in Boston. She did not want my life to look like hers. She even waited to tell me her final bone marrow transplant did not work until after I had left for my senior year. Had she told me sooner, she would have had to risk me staying.

I believe banishment was her answer because as a girl, she dreamed of escaping her violent family by going to business school in Hawaii. But her abusive father told her she could learn everything at her textile factory job that she could learn in college. So, my mother fled her family home by marrying immediately after high school. My father turned out to be even more dangerous.

What my mother could not have understood, though, was that no “better place” exists. Sure, the 300 miles between my hometown and Boston, as well as New England’s cultural norms supporting women’s educational and financial independence, allowed me to build the life she always dreamed for me. But the education she demanded I earn taught me interpersonal violence and systemic barriers to safety are ubiquitous.

While I will never know my mother’s answers to these questions, I do know her keeping me alive gave me a future, if not a childhood. For that reason, I am determined to use my skills as a research scientist to disrupt the cycles of child abuse, gender-based violence, and exploitation that know no borders. I now do human trafficking trainings and advocacy work in my hometown because the systems that enabled my trafficking as a child still exist. As a mother myself now, I am grateful I can be the woman I needed as a girl.

Kate Price, Ph.D., is a visiting scholar at the Wellesley Centers for Women, where she is completing a writing project on the commercial sexual exploitation of children in Appalachia.

This past November, I had the opportunity to visit Ghana as a member of the international research advisory committee for a study on West African market women that was sponsored by the African Women’s Development Fund, Ford | West Africa, and the Sirleaf Market Women’s Fund (full disclosure: I’m a member of the SMWF board). This sweeping study, in which over 500 women from four Anglophone countries--Ghana, Liberia, Nigeria, and Sierra Leone--were interviewed, was the first ever to examine market women’s contributions to economic and social development in West Africa, particularly from the perspective of the market women themselves. Five researchers--a coordinating lead researcher, Dr. Comfort Lamptey, plus one researcher for each country--collected and analyzed the data, and we were convening in Ghana for a validation workshop to which national government officials, UN operatives, NGO leaders, funders, and market women leaders had been invited to discuss the results and formulate next steps.

Market women--those everyday traders who sell foodstuffs and other necessities in local open markets--are a force to be reckoned with in their respective countries. Yet, their voices, concerns, and ideas have often been ignored because they are considered economically and socially marginal due to their location in the informal sector and the fact that many continue to live at subsistence level. Nevertheless, as our study showed, market women make up approximately 80 percent of the women working in the informal sector in their societies, and, without them, their countries couldn’t function. They are the ones responsible for moving crops and livestock from farm to market and for basic processing of foods most frequently used. Whether rice or corn, yam or cassava, plantains or peppers, pineapples or papayas, sugar cane or palm oil, greens or groundnuts, goat, chicken, or fish--they are the ones who bring it to market and sell. One thing we agreed on at this conference is that no longer should these women be referred to as “petty traders,” because there is nothing petty about what they do!

In fact, our study revealed that market women play a major role in human capital development in their respective nations because, after feeding their families, their major economic expense is paying school fees for their children--and often for the children of others, such as extended family members. In our study, there were market women paying school fees for up to 13 children; an average was four or five. Often, these women also generously take care of neglected or orphaned children in their communities, even on their subsistence-level budgets. Market women are committed to education, and many have put children not only through primary schLayli Maparyan with the Delegation from Liberia.ool, but also secondary school and university. Some can claim heads of state, government ministers, lawyers, doctors, nurses, professors, and corporate executives among those they have educated. In fact, the head of Ford | West Africa expressed that he was in part inspired to fund this study because his own mother was a market woman. Even President Ellen Johnson Sirleaf of Liberia, Africa’s first democratically elected woman head of state, after whom the Sirleaf Market Women’s Fund is named, is the grand-daughter of a market woman. Almost everyone in West Africa--or anyone from West Africa, living in the diaspora--is related or connected to a market woman.

Although our study was able to identify the fact that market women contribute significantly to the gross domestic product (GDP) of their respective nations, further detailed study of their contributions to GDP by economists would be the next logical follow-up. Such data would provide leverage for convincing governments to earmark budgetary lines for market women. Market women have many needs, from infrastructural improvements to their markets (such as better stalls, improved storage and security, and improved water and sanitation), to financial literacy and business skills training (which will enable them to better engage formal sector institutions), to basic literacy programs (our study found that most market women have only completed primary school or less), to child care and early education schemes for their children, to family leave policies and maternal care provisions that will provide flexibility and support when they are pregnant or lactating. These are the needs that were identified by the market women themselves in our study. Although some foundations, multi- or bi-laterals, and NGOs address these needs quite valiantly, they would be most comprehensively and reliably addressed if governments became involved, creating relevant policies, contributing dedicated funds, and coordinating multi-sectoral efforts so that duplication is avoided. More detailed research about the economic impact of market women could show governments that investing in market women isn’t just the right thing to do for the women themselves, but it is also a profitable economic investment for each nation respectively, particularly as many struggle to move from low-income to middle-income economic designations.

In the study and from the floor, the market women expressed the need to strengthen their national market women organizations, with a special focus on gender parity in leadership. Although women are, by far, the largest proportion of marketers and traders, often it is the few men who are afforded positions of leadership that allow them to engage with policymakers. The market women who participated in our study would like to see women’s voices rise to the top and for women’s leadership to be recognized with top-level posts. Additionally, they indicated that the time might be right for a West Africa-wide market women’s organization that allowed market women from different countries to network, share best practices, and shape policy that affects them. Many touted the Sirleaf Market Women’s Fund as a good example of a multi-constituency organization that has raised the visibility of market women’s issues at the same time as it has brought different stakeholders together for a common cause, and they imagined this model growing from its roots in Liberia to other countries. Additionally, the pivotal roles of the African Women’s Development Fund, UN Women, and Ford, all of which have provided funding for market women’s issues and related actions, were lauded as model donors.

One extremely interesting and exciting development from the floor was the suggestion that market women should and would like to take more responsibility for data collection about themselves. Many market women expressed “research fatigue”--an exhaustion with “outsider” researchers who “come in, collect data on us, write books about us, don’t call us back, and don’t do anything to help us.” Fortunately, the whole purpose of the validation workshop was to present the findings to the market women, determine whether they rang true with market women, and engage in conversations about the way forward with market women as equal partners at the table with other stakeholders. At the workshop, all of us discussed ways that data and research could be maximized for the benefit of market women, including how to collect data in ways that avoid duplication and how to bring market women into the process as researchers. It is market women who know best what is important to their lives and their businesses, yet the ability of researchers from different sectors (academia, government, multilaterals, NGOs, CBOs, and funders) to converse together enriches the larger effort.

Dr. Comfort Lamptey and Layli MaparyanMy own horse in this race has to do with making sure that women all over the world have equal access to good research that affects their lives. At the Wellesley Centers for Women, we have prioritized raising the banner of research in important conversations and working with women- and gender-focused research organizations around the world to increase capacity, where needed, and to partner as equals wherever possible. We have so much to learn from each other; but, more importantly, the world’s policymakers need more and better information about women’s lives that is informed by women themselves. Whether it is creating more opportunities for women to become researchers, or making sure there are enough women- and gender-focused research organization around the world, or making sure that data generated by and about women gets utilized in all the right places, or making sure that everyday people who aren’t researchers have the research literacy to interpret research findings critically, we believe that research is a human right and that access to data advances human rights. So, on this Human Rights Day, we are glad to be part of the cause!

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann '67 executive director of the Wellesley Centers for Women and Professor of Africana Studies at Wellesley College.

• Explain to children and adolescents, especially after an allegation of child abuse or intimate partner violence, that family violence is not their fault.
• Know the signs of child abuse and neglect. If you suspect abuse, report your concerns.

• Complete a robust childhood trauma history to understand the scope of experiences of children and adolescents whose families are referred to the Family Advocacy Program.

• Ensure the military community understands how to report suspected victimization and the importance of speaking up.
• Equip child advocates with the tools to engage effectively with children and families, including immediate safety assessments and ongoing assessments of mental health and wellbeing that include perceptions of self-blame and locus of control.

My first summer in college, I wasn’t just lucky enough to go home, but I was lucky enough to go home and give back to my community. Through the Wellesley Career Education Grants Program, I received the Susan Rappaport Knafel ’52 Internship Fund. I used the fund to take the Science, Technology, Engineering and Math Kit (STEMKit) to India.

Developed in 2015, under the guidance of Senior Research Scientist Wendy Robeson, Ed.D., at the Wellesley Centers for Women, STEMKit is an affordable lab-in-a-box that aims to take hands-on science (biology, chemistry, physics, and environmental science) experimental learning to low-resourced schools and communities. Previously, STEMKit has been used in public schools in the rural outskirts of Accra, Ghana; Cairo, Egypt; a summer camp for Indigenous girls in Alaska; summer camps for 5,000 children in Nigeria; and with educational groups in Liberia.

Over two months in Hyderabad, a city in South India, I interacted with over 2,500 students in over 100 classrooms. They came from diverse backgrounds and spoke at least 10 different languages. I performed science experiments with students from 4th to 10th grade, tailored to their grade level, on topics ranging from pH to genetics and oscillatory motion to aerodynamics. Each student received their own set of materials to perform the experiments and also got to take the equipment home. At the same time, I also always made sure that every experiment had a back-up experiment in case it was not possible to perform or if we had extra time. In most cases the back-ups were helpful.

I started by reaching out to local schools that did not have proper science laboratories for their students. In fact, one of the schools I went to was the school I studied in. During the first week of the program, the students enjoyed the labs so much that we extended the program for two more weeks. Students would come back to me the next day and ask questions or tell me how they performed the experiments at their houses and show me their observations. Looking back, I wish I had this opportunity when I was in their school.

Another school I went to was a residential girls’ school run by the state government. Most of these students came from very ordinary backgrounds, and their parents might never have had access to education. Most of them had never even been to another state in India, much less had the opportunity to travel internationally. Telling them that I study at Wellesley and explaining to them the power of a Wellesley education was deeply empowering, and I wish that I had more time with them. I can only hope to go back and serve as a local role model and help uplift more lives. The questions the girls asked me about education, Wellesley, what they can do after school, and what kind of subjects they can study, as well as the conversations we had, will continue to inspire me every day.

What initially started out as a summer internship turned into something much more. I hope that the 40 minutes every student spent in my classroom will help them in one way or another, but the time I spent with all of them has taught me things I will never forget!

Shreeya Lakkapragada is a psychology and computer science major at Wellesley College graduating in 2026. Senior Research Scientist Wendy Wagner Robeson, Ed.D., worked with a group of Wellesley College students to develop STEMKit (formerly called SeedKit) in 2015.

This week, the Wellesley Centers for Women celebrated the 30th anniversary of Emily Jane Style’s influential essay, “Curriculum as Window and Mirror”, first published in 1988 in the Oak Knoll School monograph, Listening for All Voices, and, in 1996, distributed more widely in the journal Social Science Record. This important critical, yet accessible, analysis of the limitations of a culturally one-sided curriculum made an important intervention on classroom culture and pedagogical praxis. Style’s introduction of the “windows and mirrors” metaphor helped educators to see that students and teachers needed to see both others and themselves in the curriculum and in the classroom. Indeed, this essay drove home the point that education should be about both “scholarship on the shelves” and “scholarship in the selves.”

“Curriculum as Window and Mirror” became a foundational document of the National SEED Project, founded by Peggy McIntosh in 1987, which Style co-directed with McIntosh for its first 25 years, and, later during the third decade, also with Brenda Flyswithhawks. The National SEED Project, with its New Leaders Week trainings, has transformed the thinking and practice of nearly 2,600 attendees, who in turn have influenced 30,000+ teachers, changing the classroom experience of over three million students, in the United States and around the world.

The National SEED Project has been integral part of the Wellesley Centers for Women and its strategy of “Shaping a Better World Through Research and Action.” The Wellesley Centers for Women has served as a home – indeed, as fertile ground – for the evolution of SEED, which needed a supportive home base from which to do its transformational public work. As a feminist and womanist institution that upholds the holism of research, theory, and practice, SEED has perfectly embodied the ethos of WCW, and WCW has embraced all that SEED is, has been, and will become.

It is against this backdrop that Emily Style’s article, “Curriculum as Window and Mirror,” is such an integral part of WCW’s intellectual history. From it, multitudes have encountered, to quote her, “the need for curriculum to function as both window and as mirror, in order to reflect and reveal most accurately both a multicultural world and the student herself or himself. If the student is understood as occupying a dwelling of self,” she continues, “education needs to enable the student to look through window frames in order to see the realities of others and into mirrors in order to see her/his own reality reflected. Knowledge of both types of framing,” she ultimately concludes, “is basic to a balanced education which is committed to affirming the essential dialectic between the self and the world.”

Multiculturalism in education, particularly K-12 education, was still a new and contentious idea when Style put these words to paper. Both perspective and method were needed to realize the nascent notions of multicultural education, and, because she offered both, particularly through the vehicle of SEED’s peer-led model of professional development, thousands of teachers, and millions of students have been awakened to themselves and each other in a way that defies the force of conventional socialization and enriches the humanness of all who have been touched. The social justice impact of this single piece of scholarship has been profound!

Current events only remind us of the value of Style’s windows and mirrors metaphor. Apropos of today, Style wrote these signal words in her original paper: “Now, the common sense of needing to provide both windows and mirrors in the curriculum may seem unnecessary to emphasize, and yet recent scholarship on women and men of color attests to the copious blind spots of the traditional curriculum. White males find, in the house of curriculum, many mirrors to look in, and few windows which frame others’ lives. Women and men of color, on the other hand, find almost no mirrors of themselves in the house of curriculum; for them it is often all windows. White males are thereby encouraged to be solipsistic, and the rest of us to feel uncertain that we truly exist.” A generation after she penned these words, we see their truth in action, as white women and women of color, as well as men of color and those across and off the gender binary of all colors, strain to assert voice against the backdrop of a resilient white male social fabric. And yet, over time, because of work like hers, we see this fabric fraying to reveal a beautiful quilted tapestry of ebullient difference coming up from the rear and recoloring and retexturing society. This new fabric creates a circle in which all can be included.

At moments of historical reflection, we look back, we pause at the present, and we look forward. As we revisit Emily Jane Style’s 1988 “Curriculum as Window and Mirror” today, we celebrate its wisdom and genius around transforming society through the institution of education and the human-relational-power of teachers and students – particularly at the classroom level. We can also affirm that work such as this has never been more badly needed than it is right now. By celebrating together – celebrating both Emily and her essay - let us lay the seeds for the next 30 years and beyond.

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women and a developmental psychologist by training. She has published two books on womanism, The Womanist Reader (2006) and The Womanist Idea (2012), with a third, Womanism Rising, under review. In addition to these books, she has published extensively on identities and their social context, including race, gender, sexual orientation, and spirituality, as well as in the history of psychology on the social scientific activism of Kenneth and Mamie Clark.

This post was written by Becky Chen, a member of the Wellesley College Class of 2023 who took a Calderwood Seminar on public writing taught by WCW Senior Research Scientist Linda Charmaraman, Ph.D.

It was 1 a.m. I was performing a nightly ritual: lying in bed scrolling through TikTok. I came across a video with the title “5 Signs You Have ADHD” that listed things like forgetfulness, inability to tell a story in a linear manner, and distraction as symptoms of attention deficit hyperactivity disorder (ADHD). To my surprise, I found myself feeling incredibly aligned with the video. In the comments, people expressed feelings of validation—of “feeling seen.” As a college student, I was surprised and taken aback but intrigued by the possibility that I had a disorder that could explain some of the experiences I’ve had.

The hashtag #ADHD has garnered 14.5 billion views on TikTok, the social media platform that 67% of teens are on. When you search this hashtag, you can find videos that contain resources, skits, advocacy, and community-building related to ADHD. These videos have been credited with destigmatizing and deconstructing the shame that can often be attached to people with ADHD, while also raising concerns among professionals about how easily misinformation can spread.

One of the main reasons for concern is the increase in teens turning to social media to self-diagnose themselves with mental illness. In the comments section of many of these videos, you can see comments that echo the sentiment I had of thinking I have ADHD.

The conversation about ADHD is especially salient with women and other populations that have been underrepresented when it comes to the diagnosis. For the first time, they feel seen, as studies show girls are half as likely to be diagnosed with ADHD as boys—often due to the phenomenon of “masking,” of being quiet and obedient, in line with society’s expectations of how girls should behave.

One of the benefits of these TikToks is that they make information about ADHD and neurodivergence accessible. Anyone who has a mobile device can tune into the app to learn more. This is especially imperative in cultures where mental health and disability are not often talked about. We see historically marginalized communities often co-construct their identities within the social media sphere, and this can also be true for neurodivergent creators who are able to find community on TikTok.

However, experts worry about these videos hitting the mainstream. There has been an increase in misinformation and oversimplification of ADHD. One study showed that almost 52% of videos on ADHD contain some sort of misleading information. Only 11% of the creators of this kind of content are certified professionals. There has also been conversation about TikTok glorifying neurodivergence, fueling embarrassment among members of the neurodivergent community.

It is clear that there is a huge need to implement mental health education in U.S. classrooms. Youth should not be turning to social media to self-diagnose. We can see this as a reflection of the way our current systems have failed to offer safe, trusted paths when they’re feeling othered. Destigmatizing mental health and neurodivergence is crucial to help youth sort through what is accurate versus misleading information. Another way schools can support youth is in providing more transparent and accessible resources for mental health support and opportunities to get tested for learning disabilities like ADHD, including therapists and counselors.

Since that 1 a.m. night, I have been diagnosed with depression and anxiety, coming to learn that many of the symptoms often manifest in similar ways to ADHD. From my own personal journey of exploring ADHD and neurodivergence, I’ve learned that social media can be a powerful space to find community, share your thoughts, and illuminate steps to better your mental health—but it cannot be your only resource on your mental health journey. Leave it to professionals to provide an accurate diagnosis along with research-based steps to improve your mental health.

Becky Chen is a member of the Wellesley College Class of 2023 studying cognitive and linguistic science and education studies.

For nearly two decades, Weiss and Akiva have been connected to the Neutral Zone, a creative arts and leadership center for teens in Ann Arbor, Michigan. Here, they talk about the importance of creating safe, supportive, and engaging OST settings by intentionally centering youths’ intrinsic motivation, supporting their developmental needs, and building youth–adult partnerships.

David, 15, came to the Neutral Zone almost daily, either doing homework in the drop-in space or drawing in the art room. He dressed very punk, complete with leather jacket, mohawk, and chain hanging from his wallet. David kept mostly to himself, head down, barely speaking with others and rarely making eye contact. Besides being an introvert, David is on the autism spectrum.

On Fridays, David started attending the weekly meeting of Riot Youth, the Neutral Zone’s LGBTQIA peer support and social justice program. Although he was quiet, David actively participated in everything from theater games to discussions and dialogues. When he spoke, he did so with a deep sense of understanding, compassion, and wisdom. What is interesting is that David doesn’t identify as LGBTQIA. He came just because he felt safe and supported in the group. He was so accepted and well-liked that the group nominated him to be a teen program facilitator, cementing his place as a highly engaged and invested contributor.

This is a story about acceptance, interactions, and, most of all, relationships. Li and Julian posit that developmental relationships are likely the “active ingredient” for youth program success. We root our chapter in three practical goals for developmental relationships: enabling youth to feel safe, supported, and engaged.

So how do out-of-school time (OST) programs set up relational settings that are safe, supportive, and engaging and that involve youth as partners? Creating such settings starts with practitioners’ existing strengths. It then requires their deliberate intention to support all youth, especially those who have been marginalized or minoritized. We present a short set of strategies to support and engage youth: centering youths’ intrinsic motivation, supporting youths’ developmental needs, and building youth–adult partnerships. 

Many of the ideas and examples in our chapter may come across as obvious or intuitive. Indeed, research supports the value of many of the strategies that seem natural to seasoned youth workers. The paradigm shift we’re calling for is to conduct these strategies with intentionality. Many practitioners already do this work, including the authors of the essays in this book. However, through intentionality, programs can instill more equitable practice. For example, in any given youth program, some young people will find ways to pursue activities they find intrinsically motivating. But this doesn’t mean the program supports intrinsic motivation for all youth. Only by intentionally designing experiences to support intrinsic motivation—by offering meaningful choices, opportunities for leadership, and so on—can programs provide this spark for all youth participants, including those who may be marginalized or simply less vocal. 

Intentionality is what marks youth work as a professional practice, built on and building from science. We call this a paradigm shift not because it is radically complex or difficult—human relationships are the stuff life is made of—but because it is uncommon. Building true youth–adult partnerships, in which young people have voice, choice, and power, is indeed a radical endeavor.

The paradigm shift we propose is simple, but revolutionary. And though it is revolutionary, it has broad global recognition. Consider Article 12 of the Convention on the Rights of the Child, drafted by the United Nations in 1989 and signed by every country on the planet except the United States. This legally binding international agreement establishes the right of every young person to freely express their views “in all matters affecting” their lives, with the subsequent right for those views to be “given due weight in accordance with [their] age and maturity.” 

In essence, this means that young people have an internationally recognized right to have a voice in the spaces and systems that affect them. Article 12 can be a guiding star to spread our Youth-Driven Spaces movement in programs and agencies across the country. Through intentionally co-creating and shaping settings that are safe, supportive, and engaging, OST programs can be authentic partners with youth in working together toward more powerful and humane settings and systems that recognize young people as agents of their own destiny.

Below is an excerpt by Betsy Nordell, Ed.D., a NIOST master observer, from the book The Heartbeat of the Youth Development Field: Professional Journeys of Growth, Connection, and Transformation. The book was co-edited by NIOST Director Georgia Hall, Ph.D., Jan Gallagher, Ph.D., of Clear, Effective Communications, and NIOST Research Associate Elizabeth Starr, M.Ed. Here, Nordell talks about Relational Cultural Theory and how it can help us understand the transformative power of OST professionals.

Ideas we as youth development professionals now take for granted, such as the human need for connection, the value of empathy and compassion, and the power of positive relationships to foster growth, can be traced back to Jean Baker Miller and her seminal book, Toward a New Psychology of Women (1976). The book’s content, once viewed as dangerous, radically challenged prevailing ideas about human growth and development. 

Miller offered an alternative to the entrenched psychological models that articulated healthy human development as a process of increasing separation, autonomy, and independence. These models did not align with what Miller heard from her mostly female patients in her clinical practice. She sought to add the voice of women’s experience to psychological theory, identifying connection, empathy, and mutuality not as weaknesses or lower stages of development, but as strengths. Over time, through close collaboration with others, Miller’s beginning ideas evolved into the Relational Cultural Theory (RCT).

RCT views the expansion and deepening of healthy relationships as the markers and causes of human growth and development. We are social beings, built to function optimally in supportive groups. Gains in neuroscience have demonstrated this hardwired human need for relationships. 

How people are met by the world, every day and over time, also matters. As RCT scholar Maureen Walker states in her most recent book, "Our sense of place and purpose in the world is shaped not only by formative relationships but by the omnipresent cultural messaging that establishes standards of beauty, goodness, worth, values, and reality." RCT reminds us to carefully consider the ways the cultural context, with its established power dynamics, shapes and constrains relationships affecting everyone's growth and development.

RCT is a natural fit for the OST field in many ways. For one, the OST program environment tends to allow more time for relationship building than traditional classroom settings do. Researchers have found this opportunity to cultivate positive relationships is a significant draw for OST professionals; it helps fuel their strong passion for and commitment to their work. 

Youth workers’ genuine interest in forging strong bonds and creating a connected community pays dividends. The positive quality of adult-youth and youth-youth relationships affects the degree to which youth can set aside distractions, feel safe enough to fully engage, admit they do not understand something, and ask for help. RCT uses the term power-with to describe environments that intentionally support connection, empowerment, and growth. This dynamic arises when adults and young people alike strive to respect and acknowledge each person’s value, knowledge, and authentic capacity to contribute, while honoring different people’s needs and roles. 

In power-with OST environments, adults tap into youth experience, expertise, and interests and provide age-appropriate leadership responsibilities. RCT specifically identifies five good things that happen within, and are outcomes of, such growth-fostering relationships: 

1. Each person feels a greater sense of zest (vitality, energy).

2. Each person feels more able to act and does act.

3. Each person has a more accurate picture of themselves and the other person(s).

4. Each person feels a greater sense of worth.

5. Each person feels more connected to other person(s) and feels a greater motivation to connect with other people beyond those in one’s primary relationships.

Youth development professionals powerfully affect young people’s beliefs about who they are, what they can do, and who they can become. The research supports what is evident in the personal stories of youth workers in this volume: that their passion for positive relationships is the mechanism by which OST programs effect transformation.

Happy National Mentoring Month! Since 2002, each January has been a time to give mentoring a boost nationwide through the recruitment of individuals and organizations.

The documentary, It’s Our Time: The Empathy Gap for Girls of Color, by Wellesley Centers for Women Research Scientist Linda Charmaraman, Ph.D. and Rosa Lau, B.F.A., illustrates the powerful effect that mentoring can have in the lives of young people – especially girls of color. While more attention and resources have been guided toward young men of color in recent years, young women of color often end up overlooked, although they too have a great deal to gain from mentorship.

The stories told in It’s Our Time reveal what can happen in an environment where girls of color are the focus, as they were in the Boston-based Teen Voices program. Founded in 1988, Teen Voices was a magazine produced by teen girls, for teen girls. With the guidance of mentors, Teen Voices participants wrote and edited the magazine. They also had opportunities to present their knowledge through public speaking.

Many of the girls in the Teen Voices program felt that they weren’t getting as much attention in the classroom as their male counterparts. “[Teachers] don’t say ‘Oh good job on your last math test,’ because [a girl] consecutively gets good grades on her math tests. But when a boy does, it’s like a huge thing…they focus on the boys more than the girls.” says Teen Voices participant Denesha. She echoes the sentiment that is supported by research – girls feel that their instructors are more concerned with boys’ classroom achievement. When girls do better than boys academically, they are not rewarded with more attention. All too often, resources are diverted to boys who may not be succeeding at the same rate.

In the documentary, African American Policy Institute Co-Founder Kimberlé Crenshaw explains how this inequality flourishes. Public alarm, and therefore research, are focused on boys, and because the bulk of research covers boys, it appears to as if boys are in need of more help, creating a feedback loop in which girls and young women are left invisible.

It’s Our Time fits into the mission of encouraging girls and women by making them visible, but that is only one step. This National Mentoring Month, consider giving some of your time and attention to the young women in your community. This is especially important to girls who aren’t getting the recognition they deserve in a school environment.

Unfortunately, the story told in It’s Our Time includes the end of Teen Voices due to lack of funding. The documentary captures the very real consequences of silence and lack of advocacy for young girls. Better research on girls, pioneered by researchers like those at Wellesley Centers for Women, can lead the way to institutional changes. Until then, it is largely up to mentors to influence the capable and powerful young women who may otherwise slip through the (huge) cracks.

As a young woman of color, mentoring has been extremely important in my own life. My various mentors have encouraged me to try new things and have given me guidance on how to realize my dreams. As a Wellesley Centers for Women intern, I continue to be mentored by researchers who are interested in people like me, and who have conquered the challenges that I will face. Every young woman should have the same opportunity.

At the end of the documentary, Teen Voices Program Director Suan Green explains her hope for girls. “I think I want them to know that there are adults out there that care for them and that will fight for them and advocate for them, and that they don’t have to go through things alone, and that there’s someone who will listen, and someone who will advise them, and kind of go through the fire with them when they need it. “ As a mentor to girls, you can be that adult.

Temple Price is the 2012-2013 Wellesley Centers for Women Class of ’67 intern and a Wellesley College student majoring in Psychology (Class of 2013). The WCW-Teen Voices initiative was funded by the Schott Foundation for Public Education, and was supported by the Susan McGee Bailey Women's Perspectives Fund.

About 20 tweens pile into the unassuming studio space of their ballet school in mid-July. There are no frills here. The waiting area is small and a bit disheveled; the cinder block building has seen its share of life. But look closer: there’s magic inside.

The dancers are not exactly sure what to expect from this week of “choreography camp,” but are glad to be there and ready for anything. Starting from nothing, in five days they will create a 20-minute ballet for family and friends. The director says she has it easy this week because the kids do all the work. The dance choreography might be the most straightforward part; they are also charged with music selection, costume and set design, hair and makeup. They first choose which story they will perform, selecting Willy Wonka and the Chocolate Factory, perhaps knowing on some level that the fun and magic of the story will parallel their own experience that week.

As a parent, I watched the final performance (criss-cross applesauce on the floor) with a huge smile on my face, amazed to see what these kids could accomplish in a week--without many resources beyond, of course, the staff’s and their own creativity, skill, and knowledge. I tapped my toe to the jazzy music they selected, laughed at the Oompa-Loompa’s pigtails and freckles, and the squirrels’ (who separate out the “bad nuts”) tails constructed out of cardboard tubes and old nylons, and was impressed by the level of dance, particularly of the older girls.

As a research associate of the National Institute on Out-of-School Time, I watched with a more serious eye, knowing that there were many best practices here in the room that could be shared with the larger field. What made the program seem so magical? How could the director, along with several other staff members, keep the youth so happy, relaxed, and engaged all week and guide them to create something wonderful?

The answer is simple: They do it by using many of the research-based quality practices that we know work, and are measured by field-tested tools (the APT Observation Tool, for example).

Activities were of a high quality and included:

• Youth choice and decision making – Each decision was made by the students, so the ultimate product was theirs.
• Project-based learning – The activities were all part of an ongoing project (the production of a ballet), designed to promote specific skills and concepts over time.
• Opportunities for collaboration – Youth were organized into groups based on ability and age, and worked together toward a common goal.
• Challenging activities – The week’s activities all provided challenges and stimulated thinking as youth learned and applied new skills and solved problems.

Staff were of a high quality. The director has a master’s degree in education and decades of experience teaching youth, and the assistant director is mid-way through her master’s degree in counseling. Leadership development, which helps youth and at the same time sustains quality staff, has always been built in; the small dancers hold the even smaller dancers’ hands at performances, older dancers assist the younger ones in classes, and the director offers a more formal leadership program, thus creating well-trained staff. In fact, the staff assisting at this week’s camp were former students.

But it’s what they do that counts. They:

• Built positive relationships and supported individual youth by engaging in friendly conversation with youth, encouraging individual youth as they worked on their own goals, and listening actively and patiently.
• Promoted youth engagement by being enthusiastic, actively engaging in the activities with youth, and helping youth think through problems themselves rather than just offering answers. They also engaged youth in reflection and feedback. The director even sneakily – and skillfully – used the time at the performance while waiting for each expected guest to arrive to engage the dancers in a discussion about what surprised them, what had been hard, and what they had learned.

At the end of the final performance, the dancers took a big bow and soaked in the well-earned applause. Was it really magic I witnessed, or simply high-quality out-of-school time programming in action? I think both – aren’t they the same thing, after all? Like any good trick, it only looks like magic.

Elizabeth Starr, M.Ed., is a research associate at the National Institute on Out-of-School Time (NIOST) at the Wellesley Centers for Women since 2007. Her work focuses on professional development and system-building for the field of afterschool and youth development.

Last month, while Massachusetts endured a gray, chilly January, I found myself deep in the Liberian rainforest. With a colleague from the University of Georgia (UGA), I visited two forest-dependent communities in the Liberian interior, and spoke with a wide variety of people there about their needs, challenges, expertise, and aspirations.

The U.S. Agency for International Development (USAID) has awarded $5 million to a team of institutions, led by UGA, to implement a program called Higher Education for Conservation Activity (HECA) in Liberia. Its purpose is to develop a bigger, stronger conservation-oriented forestry workforce there. WCW is one of these participating institutions, and this is our first project in the environmental arena.

Liberia is a country I have been working in since 2009, mostly in the gender and higher ed arenas. This project is actually no different, because WCW’s role is to coordinate the aspects related to gender equality and social inclusion: We want more women in this forestry workforce, and more of other kinds of people who have historically been excluded or sidelined. We also want this project to empower youth, because more than 60% of Liberia’s population is under 25.

Saving the rainforest means less climate migration, less violent extremism, and lower risk of resource wars. It also means fewer mental health crises, and fewer gender-based violence war crimes such as the rape and abduction of women, especially young women and girls.

Why does USAID care about forestry in Liberia, and why does WCW? Well, the timing of this project comes at a tipping point for Liberia’s rainforests, which account for approximately half of the remaining rainforests in West Africa. Over many years, these forests have been degraded by unsustainable forestry practices, land conversion, and other pressures.

We know that rainforests are the lungs of the planet and reservoirs of biodiversity. But when they dry up and turn to desert—as has happened in Chad, Mali, Burkina Faso, and the Central African Republic over the past half century—social, economic, and political disasters result as well. These include resource shortages (most notably water), political instability, jihadist incursions, lawlessness, violence, and climate migration. Reducing these is a goal of U.S. foreign policy. Saving the rainforest means less climate migration, less violent extremism, and lower risk of resource wars. It also means fewer mental health crises, and fewer gender-based violence war crimes such as the rape and abduction of women, especially young women and girls.

That’s why it is a vital part of HECA and WCW’s mission to design a strategy to empower women and young people in the Liberian forestry sector: When rainforests disappear, they are directly affected, so they must be part of the solution. This strategy will also benefit people with disabilities, crisis- and conflict-affected individuals, first-generation post-secondary students, people from minority religious communities, and rural, forest-dwelling, and forest-dependent people. HECA is built on the premise that sustainable development must be inclusive development.

Our team spent December and January getting the project off the ground in Liberia, meeting with USAID, our colleagues at the Liberian partner institutions, and a diverse array of stakeholders in government, local communities, and the NGO sector. A highlight of the trip was conducting a three-day social science research methods training workshop with student interns at the Liberian Forestry Training Institute who will be collecting data.

I’m looking forward to returning to Liberia for two weeks in March to meet with the data collectors and work with another set of UGA colleagues who are coming to the country for the first time. And I will return again in August to present at a larger convening. After that, I expect to return to Liberia periodically as the team works on creating a thriving forestry workforce that has the knowledge to conserve Liberian natural resources—and that includes those whose lives are directly affected by environmental sustainability. What an exciting new venture for WCW!

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women.

Below is an excerpt by Nancy Peter, Ed.D., director of the McKinney Center for STEM Education at the Philadelphia Education Fund, from the book The Heartbeat of the Youth Development Field: Professional Journeys of Growth, Connection, and Transformation. The book was co-edited by NIOST Director Georgia Hall, Ph.D., Jan Gallagher, Ph.D., of Clear, Effective Communications, and NIOST Research Associate Elizabeth Starr, M.Ed. Here, Peter talks about the many pathways people take into youth work, and the need to support them with clear entry points, opportunities for advancement, fair compensation, and continuous professional development—no matter how they arrived in the field.

Youth workers are often described as “passionate.” They feel called to do the work, have a strong desire to serve or give back to their communities, and are committed to building positive relationships with youth. Most likely a conversation with a youth worker will quickly reveal their passion. This is corroborated by the research: surveys consistently show that this passion for the work is a strength of the field. The practitioner essays that make up this book give voice to this hard-to-describe quality—a passion, a calling, an artistry, the heart work. It is part of what makes this workforce unique. Moreover, it is part of what makes this workforce impactful. It is a true strength that can and should be articulated, celebrated, and leveraged. The aim of this book is to shine a spotlight on this strength.

This passion, though, is only one part of the picture of a strong workforce, and elevating it is only one part of our work as field-builders and leaders. It also needs to be supported. Critical foundational workforce supports—clear entry points, opportunities for advancement, fair compensation, and continuous professional development—are needed to sustain the energy and commitment the workforce brings.

Whichever pathway they take into the field, youth workers are similar to workers in any other field: they need to be supported with opportunities for professional growth and continual professional development

As the field struggles with recruitment, a longstanding issue exacerbated by the pandemic, we need to better understand the mechanisms by which people currently enter youth work. Like many of the youth practitioners in this chapter’s essays, I did not set out to become a youth work professional. In college, I majored in animal behavior because I loved animals. That love led me to volunteer at the local environmental education center—where I discovered a passion for education that has guided me ever since. I worked in environmental education, then in museum education, and then in a large city park. That’s when I realized I was also interested in work that affected people. I moved into children’s policy, out-of-school time programming, and positive youth development. Today, as director of the McKinney Center for STEM Education at the Philadelphia Education Fund, I no longer work directly with youth. Instead, I focus on professional development, curriculum development, and organizational capacity-building.

Whichever pathway they take into the field, youth workers are similar to workers in any other field: they need to be supported with opportunities for professional growth and continual professional development. A strong system is needed to provide this support, including the option of academic pathways, both access to credentials and higher education; career pathways tying experience, professional development, and formal education to advancement; and increases in compensation and benefits commensurate with experience and training.

Professional development is one specific workforce support that enables youth workers to develop their skills and knowledge and advance in the field. The practitioner authors in this book talk about their ongoing, meaningful professional development to scaffold growing competence and confidence, whether that means attending workshops and conferences, being mentored, or coached by a supervisor or colleague, participating in a peer learning community, or—for most—some combination of these.

In these essays, mid-career youth workers present their own compelling stories of their entries into the profession, their journeys up the career ladder, their successes, and the obstacles they have overcome. Several essayists emphasize how their own participation in youth programs influenced their eventual choice to work in such programs. Three of the five describe circuitous routes into the field. Only one entered college with the intention of getting a degree to support a career in youth work, though others mention college work along the way. For all five, their professional pathways took unanticipated twists and turns. Every one of them experienced on-the-job learning and professional development that ranged from formal opportunities to informal mentorships and coaching.

As a field, we must explore the ways in which career pathways are more available to some potential youth workers than to others. Then we can integrate ongoing research with our individual and collective stories to find ways to redress these fundamental inequities.

Nancy Peter, Ed.D., is the director of the McKinney Center for STEM Education at the Philadelphia Education Fund. The above excerpt appears in the book The Heartbeat of the Youth Development Field: Professional Journeys of Growth, Connection, and Transformation.

The last few years have brought vastly increased attention to issues of diversity, equity, and inclusion in the media and within countless companies and nonprofits. This is particularly true in higher education and healthcare institutions (eds and meds)—the largest and most influential nonprofits. Though such attention should have included increasing the diversity of governing boards, which have ultimate responsibility for decisions that impact a diverse population of stakeholders, many boards have not examined their own diversity deficits and taken steps to remedy them. And if these eds and meds boards think no one knows or cares about their makeup, they will have little or no incentive to change.

The organization I chair—Women’s Nonprofit Leadership Initiative—believes that stakeholders like us (whether we are donors, staff members, students, alumni/ae, patients and their families, or members of surrounding communities) ought to care about diversifying the demographic makeup of these boards and ought to exercise our influence to propel change. Just as investors—particularly institutional investors—have demonstrated their concern about for-profit boards that lack diversity and have found ways to hold those organizations accountable, stakeholders in the nonprofit sector need to do likewise. There is, however, a major obstacle to doing this. If you are interested in learning whether your alma mater or health care system has a diverse board, you are likely to find it is hard to get the data.

As someone who has been involved in researching both nonprofit and for-profit board diversity since 2005, I know how difficult it is to secure reliable data. In a 2020 Women Change Worlds blog post, I wrote about Increasing Gender Diversity on the Boards of Nonprofit Eds and Meds: Why and How to Do It, a national report I co-authored and WNLI co-published. In 2019 WNLI partnered with La Salle University’s Nonprofit Center in publishing a report on the Philadelphia area’s largest eds and meds that showed the underrepresentation of women, particularly women of color, on these boards. In early November 2022, our two organizations published a new report, Closing the Gaps: Gender and Race in Nonprofit Boardrooms. The report found that some progress has been made, but that gender and racial gaps still exist in too many boardrooms, and board chairs are still predominantly white males.

But one of our major findings was not about diversity itself. It was about how hard it is to get accurate data about the composition of these boards. Though some institutions have photos and biographical information on their websites, many list only the names of trustees. A few provide no information at all. None of those in our study provide data on overall board demographics. When we sent a request to the 46 eds and meds to provide us with data on how board members in the aggregate self-identify by gender and race/ethnicity, only seven immediately sent us their data. A second request to confirm/verify or correct data we had gathered from public sources produced some response, but it took follow-up calls and great persistence to ultimately reach a 72 percent response rate. There were 13 eds and meds from which we were unable to get responses. So good luck to the individual who wants such information about a particular college/university or hospital.

Institutions of all types have increasingly faced pressure to be more transparent in general. Last August, the U.S. Securities and Exchange Commission approved a requirement that for-profit companies listed on the Nasdaq stock exchange disclose board diversity statistics annually using a board diversity matrix. Nonprofits could and should do the same.

At an inspiring December 2022 program featuring Wellesley President Paula Johnson interviewing former Australian Prime Minister Julia Gillard (both passionate proponents of women’s leadership), Johnson emphasized that making change happen requires data. As she said, “You don’t change what you don’t know.”

WNLI is continuing to explore ways to require nonprofits to disclose their demographic makeup, as they are required to disclose a great deal of information about their finances and operations to the public. All of us need to be able to learn about the demographic makeup of nonprofit as well as for-profit boards so that we can use our influence individually and as groups of stakeholders to propel change.

Vicki W. Kramer, Ph.D., Wellesley ’61, is chair of Women’s Nonprofit Leadership Initiative, which was founded by classmate Happy Fernandez. Dotty Hindels Brown, Wellesley ’67, is an active member. Kramer is lead author of Critical Mass on Corporate Boards: Why Three or More Women Enhance Governance, published by WCW, and has co-authored numerous articles in such publications as Trusteeship Magazine, The Chronicle of Philanthropy, and the Harvard Business Review, and a chapter in More Women on Boards: An International Perspective.

This post was written by Jennifer Miranda and Bri Vigil, recent graduates of Wellesley College who took a Calderwood Seminar on public writing taught by WCW Senior Research Scientist Linda Charmaraman, Ph.D.

When it comes to social media and digital technology, it’s important to understand how the experiences of different groups of people can vary widely. We know from both existing research and our personal experiences that the role these technologies play in the lives of Latinx people is particularly unique and worthy of further study. For example, research from the Youth, Media & Wellbeing Research Lab demonstrates that Latinx adolescents start using social media younger than their white counterparts, which can expose this subgroup of teens to behavioral difficulties in relation to things like sleep disruption and increase their risk for negative mental health symptoms. Many Latinx kids face a lack of guidance on tech use, making it difficult for them to have a healthy and rewarding relationship with technology.

But studies on interactions between technology and adolescents often neglect the varying social capital of adolescents from different backgrounds and experiences. We both grew up in Latinx households, and carry many memories of figuring out how to quickly work with technology in order to help our non-English speaking parents. Just like us, there are a multitude of Latinx adolescents in the U.S. who have one or two immigrant parents who require aid in navigating the digital world.

Dr. Carmen Gonzalez, a researcher and professor at the University of Washington who focuses on digital equity and health communication, describes the struggle that Latinx adolescents experience because of the dependency their parents have on them. They are often forced to learn how to complete tasks that others their age won’t have to deal with for many more years to come, sometimes ever: reading, interpreting, and translating government documents; sending emails to their parents’ bosses; communicating with other family members over social media; paying bills; and generally knowing how to advocate for themselves, their parents, and other loved ones within societal systems. These adolescents serve as a sort of “broker” between their parents and U.S. society in the digital world. Gonzalez describes how this interaction with technology negatively impacts adolescents and often creates frustration and resentment toward their parents, because they are not able to interact with others online in the manner that they would want to.

We both grew up in Latinx households, and carry many memories of figuring out how to quickly work with technology in order to help our non-English speaking parents.

Despite that, as adults and looking back on our experiences with this, we wouldn’t change it for the world. Before turning 15 years old, we both knew how to read tax documents and communicate through email in a manner that not all of our peers were able to. However, again and again, research in this field omits mention of the social capital that experiences like ours led us to gain. Ultimately, there are nuances that come along with the experiences of minority children—specifically Latinx children with one or two immigrant parents—that many studies fail to consider.

There is a great need for further studies on the experiences of minority, first-generation American adolescents navigating technology and social media. The social capital present in this community should be acknowledged and appreciated rather than continuing to ignore the ways in which technology positively shapes one of the largest groups of adolescents in our country. We hope that others of similar backgrounds see their experiences reflected in us, and that there is more research on and acknowledgment of our very real and pertinent struggles and triumphs in the realm of digital technology.

Jennifer Miranda is a member of the Wellesley College Class of 2022 who majored in computer science and education. Bri Vigil is also a member of the Class of 2022 and majored in data science and Latinx studies.

Empathy and mutual respect provide the underpinnings for societal trust and economic stability. Neuroscience confirms that we are hardwired to be in connection with one another; cultures that create an ethic of hyper-individualism put us at odds with our natural proclivity to relate and connect. As Einstein once said:

“A human being is part of a whole...but he experiences himself, his thoughts and feelings as something separated from the rest. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.”

Many of us live in cultures that pay lip service to “community” but in fact often function in a way that overstates individual competitive accomplishment and uses fear and shame to undermine the power of connection. Jean Baker Miller spoke of the corrosive effects of “condemned isolation,” the feeling of immobilization, isolation, self blame, being overwhelmed and hopeless. It has been said that “Isolation is the glue that holds oppression in place.” (Laing, K. 1998, Katalyst leadership workshop presented at In Pursuit of Parity: Teachers as Liberators, Boston, MA.) If dominant groups can isolate, shame, and silence the nondominant groups, they disempower them and can seize and retain more power for themselves, creating fear and inequality. The antidote to fear and immobilization is connection. Social justice is founded on mutual respect and growth fostering connection.

A model for human experience that emphasizes our separateness works against our sense of basic connection and belonging. It leads us to believe that we should function autonomously in situations where that is impossible. By placing unattainable standards of individualism on us, it leaves us vulnerable to feeling even more inadequate, ashamed, and stressed out. There is abundant data that social ties are decreasing in the U.S.; more and more people feel they can trust no one. (Putnam, R. 2000 Bowling Alone: The collapse and revival of American community. New York: Simon and Schuster.) And traditional psychology with its overemphasis on internal, individual problems contributes to our failure, at a societal level, to invest in social justice and social support programs. Rather than addressing the problems in a society that disempower us and perpetuate systems of injustice, we have tended to locate the problems in the individual. Martin Luther King once said, “compassion is more than flinging a coin to a beggar; it comes to see that an edifice which produces beggars needs restructuring.” The powerful then keep invisible the ways in which privilege and power differentials support their success.

Further, the myth of meritocracy does a great disservice to most people who do not enjoy privilege at birth. Purely personal effort and personal control are overstated as the reason for individual success. In western culture there is pathological preoccupation with “the self,” “self interest,” individual competition as the source of all success. Our privileged narratives celebrate lone heroes, winning, being dominant, being certain and in control. The need to be in connection, to be part of something larger--a community, nature, and a movement--is often seen as a sign of weakness.

We now know that inequality reduces empathy in a society and reduced empathy in turn contributes to inequality. Physical and emotional distance between the rich and the poor erodes empathy and mutuality. Trust, empathy, and social structures play critical roles in determining not just individual health and happiness but also how well regions and nations perform economically and socially. When empathy is sparse in a culture, the culture itself becomes less stable, less productive, less healthy, and less just. Typically under these conditions there are increases in wealth disparity, violence, and lack of respect for human lives.

A just society is founded on empathy, respect, mutual empowerment. Kindness and connection put the brakes on the chemistries of fear and threat. Practicing empathy and generosity is good for the collective and good for individuals. Our brains thrive when we practice empathy. In a culture of disconnection, discovering that we are hardwired to connect can serve as a source of hope. We currently live with the dilemma of neurobiologies that are wired to thrive in connection and a culture that tells us we must stand alone, that we are autonomous, self-sufficient, and thrive in competitive settings. This is a set up for social and personal failure.

Mutuality is based on respect, a growing capacity to speak our truths, and allowing others to have an impact on us. As Patricia Hill Collins noted, “a commitment to truth requires a politics of empathy; a commitment to truth requires a commitment to social justice.”(Collins, P.H. 1990 Black feminist thought: Knowledge, consciousness and the politics of empowerment. Boston: Unwin Hyman). We need to bear witness to one another’s truths; we need to build communities where differences do not sustain stratifications but contribute to building bridges of respect and growth.

Neuroscience is now delivering data that shows us--without a doubt--that we are profoundly interdependent creatures. We have a responsibility for one another’s well-being and we need to foster social programs built on the real facts of our concern for one another and thus fulfill our intrinsic capacity for empathy and caring.

Judith V Jordan, Ph.D. is Director of the Jean Baker Miller Training Institute at the Wellesley Centers for Women, Wellesley College. A founding scholar and one of the creators of Relational-Cultural Theory, she has published extensively and is an assistant professor of psychiatry at Harvard Medical School.

May is National Mental Health Awareness month, a fitting time to be mindful of the suffering caused by mental illness. Even though I am a psychiatrist, working daily with people diagnosed with mental illness, I am stunned by the statistics on the incidence of mental illness. According to the National Institute of Mental Health in any 12 month period, 26.2 percent of adults are diagnosed with a mental illness. That is one in four adults who are experiencing disturbing and often debilitating symptoms--the constant distress of an anxiety disorder, the aching despair of a major depression, the terror of psychosis. The lifetime incidence of mental illness is over 50 percent. These statistics tell us that if you have not been diagnosed with some form of mental illness, someone you know and love has. When you go to work today or even out with friends in the evening, see if you can identify the one in four people who has a mental illness. Don’t be surprised to walk away thinking there are none in your group. Also don’t be surprised to find out that you are wrong.

So, where are all the people with mental illness? From what I hear in my office, many are hiding and suffering in silence for fear of being stigmatized, pitied, or seen as weak. American, Westernized culture plays a large role in this fear. The pervasive image of an American is a person who is strong, independent, and can “make it” on his or her own. There is no direct media campaign telling people who have a mental illness to stay in the closet, but the chronic cultural myth of the “self made man” acts as a reference point from which we all measure our worth. The more dependent you are on others, the less value you hold. This cultural bias is insidious and contributes to an environment that makes each of us hide our vulnerabilities behind a wall of shame at not being strong enough to manage our day to day lives on our own.

The idea that we are stronger on our own is destructive, dangerous, and undermines our natural physiology that works best in healthy interdependency. Professor Emeritus at the University of British Columbia, Jilek Wolfgang, M.D., M.Sc. reports that people who develop a psychotic illness actually heal faster in a non-Westernized world. A stunning finding given that Western societies are known to have the most educated doctors and best hospitals in the world. So what accounts for the improvement? A lack of stigma. In the West, psychosis or the loss of reality testing is seen as the ultimate failure of individual strength. It is frightening and dangerous. On the other hand, in many parts of Africa, extended family and community reach out and embrace the individual with psychosis rather than fearing or shunning him.

Relational neuroscience offers some explanation for this finding. Researchers at UCLA, Eisenberger and Leiberman, have discovered that the pain of social exclusion is registered in the exact area of the brain, the dorsal anterior cingulate gyrus, as the pain from a physical illness or injury. Because humans are meant to function best in healthy human connection, this area of the brain fires an alarm for things that are life threatening. The chronic pain of an acute physical injury or illness can be lethal, but Social Pain Overlap Theory (SPOT Theory) tells us that being socially rejected is every bit as dangerous. When we stigmatize and ostracize people with mental illness we increase their stress levels, decrease their ability to fight illness, and prolong their healing process.  

The range of functioning in the people I treat everyday is tremendous--from CEOs capable of running a company while having a mental illness to individuals on disability unable to work because of severe symptoms. Almost every person I see is hiding their diagnosis from at least one important person in their lives out of fear of the anticipated rejection. In this month of May let’s all open our eyes and our hearts to see and embrace someone with a mental illness and to support those who are suffering knowing full well that statistics show having a mental illness is not an individual failure nor a weakness. Mental illness is, well, an illness and the best hope for a speedy recovery is the support of extended families and friends. This cultural shift from pathological independence to healthy interdependence holds the power to heal many wounds and to improve the lives of all of us who will experience the pain of mental illness.

Amy Banks, M.D. is the director of Advanced Training at the Jean Baker Miller Training Institute at the Wellesley Centers for Women, Wellesley College. Over the last ten years at the JBMTI, she has been integrating emerging neuroscience information with relational-cultural theory.

October 10th is Mental Health Awareness Day.

We live in a time of easy access and quick fixes. People expect to be able to stream a video in less than 60 seconds, to have the entire written history of the world at their fingertips, even to have a complete dinner delivered in under 30 minutes. Given the mind-numbing pace of life, perhaps I shouldn’t be surprised by my clients’ impatience and disappointment when I offer an antidepressant to treat disabling anxiety or severe depression that takes three to six weeks to kick in. Just 100 years ago they would be resigned to a life of tormenting melancholia. Sure, there are new treatments on the horizon that promise quicker response times. Maybe ketamine will be the Netflix of mental health treatment. Most people overlook the one thing that unequivocally helps our emotional and physical health--supportive human relationships.

The fact that healthy human relationships are central to all human growth and development is not self-evident in a culture that values and promotes separating from and competing with others as the pinnacle of maturity. But research now shows the human nervous system is literally wired to function best when in healthy relationships. If you do not believe it, try a very simple experiment to see and feel the impact of healthy relationships on your mind and body. Close your eyes and think about a positive interaction you have had with a friend or partner. As you play it out in your mind, watch how your body changes. Most people describe an openness in their chest, a smile forming on their face, a lift in their mood. This simple visualization, something I call a positive relational moment, allows you to tap into the healing physiology of connection and changes your neural chemistry just as clearly as Ativan or Prozac--but with fewer side effects! In honor of National Mental Health Day, reach out to others, engage in healthy interactions, and build new positive relational moments. It is perhaps the ultimate win-win in this culture of competition.

Amy Banks, M.D., is the Director of Advanced Training at the Jean Baker Miller Training Institute at the Wellesley Centers for Women, Wellesley College. She is the author with Leigh Ann Hirschman of Four Ways to Click: Rewiring your Brain for Stronger, More Rewarding Relationships, forthcoming from Penguin Random House (Feb. 2015).

Twenty-five years ago, when I was studying the human nervous system in medical school, I learned that the body has an automatic system running in the back ground 24/7—the autonomic nervous system—like the system that runs in the back ground of your computer updating time and date without needing to be asked. I was taught that the autonomic nervous system had two branches with opposite functions. The sympathetic nervous system (SNS) keeps you awake, alert, and engaged in life when it is running at a steady level, while the parasympathetic nervous system (PNS) helps you relax and rejuvenate yourself after a period of activity.

In popular science the SNS and the PNS are associated with their most dramatic functions—the fight, flight, or freeze responses that are activated when a person is threatened. If a bear charges you on a hike or your boss yells at you at work, bam, your SNS fires causing energy and blood flow to be diverted to your large muscles, heart, and lungs. You automatically assess the situation and either gear up for a fight or run like hell away from the threat. On the other hand, if you come across a mother bear with her cubs and she is standing over you ready to pounce and there is nowhere to run or your spouse comes home drunk and mean again and has a history of attacking you, your parasympathetic nervous system might activate causing you to freeze and even fall on the spot as your heart and respiratory rate decrease dramatically and your body’s pain killers flood your system buffering the pain. Neither of these reactions are under your conscious control. You are automatically protected.

What happens, though, when what you are facing is a kind, welcoming face or your favorite pet? Do you need to then rely on conscious functioning, do you need to think about it before you act and engage? According to Stephen Porges, the answer is “non.” He has discovered a third branch of the autonomic nervous system—one he calls the smart vagus nerve—that innervates the muscles in the face, throat, vocal chords, even the tiny muscles in your inner ear. The smart vagus balances the SNS and PNS and gives us automatic responses to safety. Imagine meeting your best friend—chances are your mouth breaks into a smile, your eyebrows raise, and you tune in and listen a little more attentively. You share stories and maybe even eat a meal together. All of these activities stimulate the smart vagus nerve which travels to the heart and lungs and tells the SNS and PNS they are not needed. You feel calmer.

The capacity to feel calm in a healthy relationship is as natural and automatic as the ability to feel terrified in Friday the 13th. It is how we are wired. A culture that teaches “self-regulation” and finding comfort by standing on your own two feet over stimulates your SNS making it harder to recognize a healthy connection. In Four Ways to Click: Rewire your Brain for Stronger, More Rewarding Relationships you can evaluate your neural pathways for connection and strategize ways to rebalance your autonomic nervous system to help you feel responsive and less reactive in your healthiest relationships.

Amy Banks, M.D., has devoted her career to understanding the neurobiology of relationships. She was an instructor of psychiatry at Harvard Medical School and is the Director of Advanced Training at the Jean Baker Miller Training Institute (JBMTI) at the Wellesley Centers for Women at Wellesley College. She is the author with Leigh Ann Hirschman of the forthcoming book, Four Ways to Click: Rewire your Brain for Stronger, More Rewarding Relationships (Penguin Random House).

I was many things at ten years old, but one thing I wasn't was accepted. My family moved to a new town that summer—it was 1972—and on the first day of school when the school bell rang I stood in the middle of the girls’ line anxiously waiting to meet my new classmates. As I was studying my shoes I heard the laughter and the whispering, “What is that new boy doing in the girls line!” They were talking about me, well-dressed in boys clothing. I was humiliated, filled with shame, desperate to go back to my old school where people knew and accepted me. It was a long year of pain, accentuated by my teacher who routinely tried to force me to join the Girl Scouts.

This memory popped back into my mind when I first discovered social pain overlap theory (SPOT) by Eisenberger and Lieberman at UCLA. These researchers study the brain in social situations. They devised a clever experiment during which people were asked to join a virtual cyberball game on a computer screen. As the game progresses, the research subject is attached to a functional brain imaging machine. Now, being left out of a cyberball toss experiment where you do not even know or see the other players is nothing compared to my year of ridicule and ostracism in fifth grade, nor does it compare to the many forms of being socially rejected from bullying, to racism and homophobia, but still, this rather mild social exclusion told these researchers something very important: Being left out hurts most people. They feel uncomfortable, unsettled, irritated… distressed. The next step was to see what area of the brain was activated with this distress.

This is where the story gets really interesting. The area that lit up when a subject was excluded is a strip of brain called the dorsal anterior cingulate gyrus (dACC). The dACC already had been mapped as the area of the brain that is activated when a person is distressed by physical pain. To humans, being socially excluded is so important that it uses the same neurological pathways used to register when you are in danger from a physical injury or illness. Remember the old saying, “sticks and stones will break your bones and names will never hurt you”? Not true. It should have been “sticks and stones will break you bones and names will hurt you too!”

The human nervous system has evolved to be held within the safety of safe relationships. When we drift away from our group or are pushed out, when we are ridiculed, bullied, or shunned it creates real pain. This happens to individuals within groups and to groups of people within the larger society. SPOT theory confirms that people who live in glass houses shouldn’t throw stones—but it also tells us that we all live in glass houses, we are all vulnerable to the pain of being left out. It is simply how we are wired.

Amy Banks, M.D., has devoted her career to understanding the neurobiology of relationships. She was an instructor of psychiatry at Harvard Medical School and is the Director of Advanced Training at the Jean Baker Miller Training Institute (JBMTI) at the Wellesley Centers for Women at Wellesley College. She is the author with Leigh Ann Hirschman of the forthcoming book, Four Ways to Click: Rewire your Brain for Stronger, More Rewarding Relationships (Penguin Random House).

The Four R’s – Reading, ’Riting, ’Rithmetic, and Resonance

Do you have someone in your life that “gets” you? I do. My friend Angel and I see each other every six weeks or so but each time we get together I am struck by the resonance we share, the ability to jump back into a conversation as if no time has passed. How does that happen? When I heard about the discovery of mirror neurons I thought I had found the answer.

First discovered by accident in 1998 by scientists studying arm movements in monkeys, mirror neurons were originally described as individual, specialized brain cells with the sole purpose to help us “get” or read other people. They were thought to be unique among brain cells because of their ability to multitask—registering actions, feelings and sensations all in a single specialized cell. I loved this! My heart already believed that relationships were central to health and wellness and these mirror neurons could be the proof my brain needed to believe that humans are “hardwired to connect.” But, even as I was sharing the news with others, I felt a little worried. How could Angel and I click so easily when I struggled with many other relationships in my life?

Also, when I looked at my friends and family, I noticed I was not alone. Everyone I know has some variability in his or her capacity to read others and to be read. So, if we’re hardwired to connect, what explains the variability? Is people-reading something we learn how to do or are we blessed with the hardware to automatically understand what others close to us are doing or feeling? Turns out, it’s both.

As babies, we are born with reflexes to connect with others. Watch an infant for a few minutes and you can see the vast amount of energy devoted to connection. The wiggling and writhing invested in finding the nipple of a full breast, the waving of a tiny, unsteady hand in search of a finger to wrap around or the neck to grab hold of. These reflexes are a pretty good start for connection, but, are not nuanced enough to allow an infant to “read the room.” A baby may become fussy when held by a distracted, tense mother but could not “know” the mother arrived home from work exhausted and irritable after being up all night working on an important presentation.

Researchers are now describing a mirror neuron system rather than unique mirror neurons. This is a more complex, efficient, and coordinated wiring of existing of neural pathways that communicate the actions feelings, and sensations of those around us. It is the way these pathways become interconnected through experience that really counts in clicking with others and making sense of relationships. Imitation plays a key role. Each of us literally “knows” other people by mimicking them internally. This mimicking is concrete. If I watch you walk toward the door with your hand out, I “spontaneously and automatically “know you are going to open the door and leave. I do not need to ask. Deep in my brain, the area in the prefrontal cortex that plans and executes the physical movement of walking out the door is being stimulated. Though I am not moving, the same nerve cells are firing. When you touch the door and pull your hand away quickly and shake it a little I “know” that the door was quite hot from the pounding sunshine on the glass. My somatosensory cortex that creates sensations fires and my hand feels a low-grade sense of heat and smoothness from the window window. That is added to the immediate mix of how I am reading your experience. And finally, you walk through the door and a large smile crosses your face as you fall into the arms of a loved one. In my brain and body the nerve signal has now traveled through the insula into my “feeling centers” in my body and I feel a similar joy and lightness. I “know” you are with someone you love. All of this has happened in the blink of an eye and without you sharing any of your experience with me. My brain and body uses itself as a template to have a shared experience with you and the closer our life experiences internally have been, the more resonant we feel.

But imitating is not the whole story. Grown-ups must name feelings and experiences accurately when you are little so that when you name them in others later they match. You fall down and skin your knee and your parent says, “Ouch, that hurts.” The pain in your knee and the tears running down your face are paired with being hurt. A friend knocks over your block tower and the energy surging through your body and the tension in your eyebrows and face gets paired with a teacher saying, “You feel angry because Tom knocked over your blocks.” It seems like an easy process except that many people don’t know what feelings feel like in their body. Even as adults, well-meaning parents can mislabel a child’s experience and potentially confuse the development of the mirror neuron system.

Here’s an example. Ten years ago my pre-school aged twins and I were in a terrifying accident. I had driven the one-mile route to school mindlessly for a couple of years. On this day, as we approached a four-way intersection, another van turned left and hit us almost head on. Both vans were totaled and immediately chaos ensued. The front airbags in our car deployed filling up most of the front seat and giving off a pungent, rubber smell; the engine hissed and sent water and steam spraying into the air. Within minutes the local rescue teams arrived en masse—fire, police, and ambulance sped to the accident with blaring sirens and lights. In the midst of the overstimulation, I crawled into the back seat and looked directly into the trusting, scared faces of my children and said, “Everything is fine”—a delusional thought if ever I had one. My son looked right back at me and said, “Everything is not fine, this is a bad accident. “ A reality check for sure, I immediately backtracked and agreed that it was a bad accident and that it was scary.

We develop these pathways for accurate reading in the context of being accurately read by others! When I tell my children everything is fine at the same time their bodies are registering that things are dangerous, their developing people-reading pathways are getting a mixed message. Done often enough, as is often the case with childhood trauma or domestic violence, and the person’s mirror neuron system wires in an inaccurate and confusing way. They drift into isolation as their capacity for resonance is diminished.

A cultural belief that human development should be towards increased levels of separation and individuation can create a mirror neuron system that is not accurate. If I am busy “hiding my feelings” from you for fear of being seen as weak or needy, or if I believe that being impacted by another person’s feelings or experiences diminishes my strength, then chances are my mirror neuron system is not getting the stimulation needed to develop the essential human capacity of resonating and reading others and being read. And the impact of this is far reaching. Human beings are built to be healthiest in mind and body when in strong connections with others. Connection and cooperation are part of the everyday lives of most people and a strong mirror neuron system is essential in each and every one of life’s negotiations. It is high time that we add the fourth “R” to the basic skills taught in education—reading, ‘riting, ’rithmetic, and resonance!

Amy Banks, M.D., has devoted her career to understanding the neurobiology of relationships. She was an instructor of psychiatry at Harvard Medical School and is the Director of Advanced Training at the Jean Baker Miller Training Institute (JBMTI) at the Wellesley Centers for Women at Wellesley College. She is the author with Leigh Ann Hirschman of the forthcoming book, Four Ways to Click: Rewire your Brain for Stronger, More Rewarding Relationships (Penguin Random House).

The Dopamine Reward System—Friend or Foe?

Dopamine is trending as the most popular neurotransmitter. And why not? There are days I think it rules the world or at least the day–to-day activities of my friends and family. The craving you have when you smell the coffee brewing in the morning—thank dopamine. That elation you feel throughout your body when you fall hopelessly and deeply in love? Again, dopamine. The thrill of a shopping spree at the mall, the desire for the second and third glass of wine at dinner. You guessed it, dopamine. Dopamine seems to be everywhere giving people a little rush of pleasure and energy when we need it most. So what’s the harm? It’s a natural, biologically based chemical that provides energy and motivation.

The harm is best understood by remembering the infamous rats in Skinner boxes back in the 1950s. Scientists put electrodes into the limbic system (feeling centers) of the rats’ brain and sent a little shock to the area when the rat entered a particular corner. The theory was that if the shock was unpleasant enough it would cause the rat to stay away from the corner. Enough shocks and the rat’s brain would wire the corner with the aversive stimuli. However, a strange and unexpected thing happened when the electrode was placed in the nucleus accumbens (a dopamine pathway that is part of the limbic system)—the rats did just the opposite. Instead of avoiding the corner, they went back to get the shock over and over and over again. Up to 700 times an hour! In fact, this was so compelling to the rats that they opted for the stimulation over food. The rats could not describe “craving “ to us, but certainly, the repetitive nature of their dopamine seeking made it clear that this was something they “needed” to do. The increase in motivation and energy that dopamine provides can be a good thing, but when your brain gets wired to compulsive behaviors that stimulate the dopamine reward pathway (addictions) then your life can be as out of control as the poor rat in Skinner’s Box.

So dopamine itself is not the problem, nor is the dopamine reward system. Dopamine is simply the carrot on a stick designed to give a reward to life-sustaining activities like eating healthy food, having sex, drinking water, and being held in nurturing relationships so that you would keep doing these healthy things over and over again. The problem is how we stimulate the dopamine pathway. In an ideal world—one that understands the centrality of healthy relationship to health and wellness—the dopamine reward system stays connected to human connection as the primary source of stimulation. Unfortunately, we do not live in this ideal world. We live in a culture that actively undermines this precious dopamine-relationship connection. We raise children to stand on their own two feet while the separate self is an American icon of maturity. It is making us sick.

This disconnection is a set-up for addiction as we search for other sources of dopamine. The “other sources” look shockingly similar to the list of common cultural complaints—overeating and obesity, drug and alcohol abuse, consumerism, chronic hooking up. Not only do these addictive, destructive behaviors get paired to the dopamine reward system but they create a feedback loop of isolation that pushes people towards more addictions.

Without healthy relationships we each become like the rats in Skinners box—seeking dopamine from all the wrong places. Let’s rewire our brains for the healthy relationships and connections that reward us with positive energy and motivation.

Amy Banks, M.D., has devoted her career to understanding the neurobiology of relationships. She was an instructor of psychiatry at Harvard Medical School and is the Director of Advanced Training at the Jean Baker Miller Training Institute (JBMTI) at the Wellesley Centers for Women at Wellesley College. She is the author with Leigh Ann Hirschman of the forthcoming book, Four Ways to Click: Rewire your Brain for Stronger, More Rewarding Relationships (Penguin Random House).

If there is one notion that’s likely to receive nearly unanimous validation in contemporary culture, it’s that self-esteem is a good thing. While there may not be agreement on what is it or how to do it, its elevated placement in Maslow’s hierarchy has led to the notion that it is something we should all have, and that we should have enough of it. In fact, not having enough self-esteem is cited as the root of all sorts of social and psychological ills. When low self-esteem is cited as the cause of a particular objectionable behavior, the explanation seems more accusatory than diagnostic. For example, there are few cultural indictments more shaming to parents than to have a child with “low self-esteem.” It is no wonder then that cultivating self-esteem has become a central, even if implicit, goal in parenting and therapeutic practices. Consequently, what started as a developmental construct has taken on the valence of a cultural meme, with a taken-for-granted acceptance of its meaning and import. Left unexamined, any construct, even one with all the apparent virtue of self-esteem, can take on the central distortions of the dominant culture. The problem for Relational-Cultural Theory (RCT) practitioners--parent, teachers, and therapists alike--is that something gets lost in translation when self-esteem becomes a proxy for the Separate Self: when it is defined as an individualistic and privatized commodity. When the construct of self-esteem is imported into a Separate Self developmental framework, the near inevitable result is the cultivation of expression of power-over practice.

Let me explain. Power-over practice does not require intentionality; oblivion to context is sufficient. Such was probably the case when I observed two young boys (presumably siblings) soccer-kicking a cereal box through the crowded aisles of an upscale grocery store. The boys were having a grand time, while two adults (presumably parents) stood by with bemused “boys-will-be-boys” smiles. The store employees stood tight-lipped and hapless, not daring to interrupt this unfettered assertion of want and will. The shifting configurations of observing adults (me included) expressed our shared un-ease through furtive glances at each other, almost certainly unanimous in our disapproval of “parental over-indulgence.” It has since occurred to me that what we witnessed could have been tinged with no small measure of parental fear. It could have been that the parents could not risk re-directing this uninhibited behavior for fear of depleting the boys’ supply of self-esteem. What became clear is this: when the “Self” is disconnected from community, an impulse is treated as an imperative, and simple desire can become a demand. We commonly understand self-esteem to mean feeling good about oneself. But what if “feeling good” can only be achieved by getting what I want when I want it at the expense of others?

I could not help but be reminded of something that my grandmother Donnie would say to young people in our family. If anyone one of us dared to violate her standards of good grooming or “respectable” behavior, she would say: “Don’t go out acting like you don’t have people.” At the time, her counsel was little more than an irritation. “Having people” could mean anything from representing your family by working hard in school to properly ironing a ruffled blouse. It’s a safe bet that my grandmother never heard of Maslow, and I’m guessing she lived the better part of eight decades without ever using the words “self-esteem.” She did, however, know a lot about respect, reverence, and dignity. What we now call self-esteem is what my grandmother expressed as self and other--awareness. Her version of self-esteem was awareness of connection to community. Further, it meant appreciation for the care that community bestows, and an obligation to represent that care in the world and to the world. Put plainly the lesson was this: how you go out into the world is not just your private business; your behavior reflects on and has consequences for the communities from which you come.

Self-esteem as a construct is not likely to go away, nor perhaps should it. However, it may look decidedly different if it were conceptualized from a more relational perspective. When I think back on the admonition from my grandmother, “having people” translates into three relational practices: appreciation, acknowledgement, and agency.

Appreciation involves knowing that the beginning of being is relationship. Furthermore, wellbeing and accomplishment are made possible through the contributions and often the sacrifices of others. This practice engenders a sense of self-worth, distinctly different from the illusion of self-sufficiency. In other words, to practice appreciation is to is live the nuanced distinction between being worthy to receive and being entitled to receive.

Second is acknowledgement: cognizance of and responsiveness within the relational-cultural landscape. As members of a marginalized community, this level of consciousness was essential for survival. This practice is akin to what RCT scholar Yvonne Jenkins first referred to as social esteem. By introducing the construct of social esteem, Jenkins challenges the notion of self-esteem as a privately held property and responsibility. In her framework, questions of being, belonging, and mattering cannot be effectively addressed without cognizance of the social-political context within which they arise. When African American elders talked about “having people,” they were saying that oblivion to context is not an option: that we were responsible to for discerning how personal behaviors might impact communal experience. In no small way, this consciousness contributes to the development of anticipatory empathy. (Being allowed to kick someone else’s property through a crowded grocery aisle actually deconstructs this quality of relational consciousness.) Acknowledgment as a relational practice enables clarity and intentionality in navigating the complex interdependencies of a stratified cultural landscape.

One of the foundational tenets of Relational-Cultural Theory is that the purpose of being in relationship. Having a sense of agency then is to claim our responsibility as co-creators of human possibility. I can think of a no more telling example of this perspective than a conversation I had with a young Indonesian man a few years ago. He told me that as a member of a religious minority in his country, he knew that he had to work twice as hard to get half as far: precisely the advice that I had heard growing up in a racially stratified culture decades earlier. Interestingly, this belief did not engender defeatism or victimhood. Rather, it confirmed the obligation to community: to advance the contributions of preceding generations and to provide “uplift” for future generations. Further, it instilled confidence in our ability and obligation to make the world a little bit better for others.

To infuse the notion of self-esteem with a more communal perspective does not eradicate personhood; rather it enlarges it. A culture that overemphasizes the primacy of the individual creates obsession with self-possession and fear-riddled autonomy. In contrast, a relational perspective insists that self comes to fuller expression through action in relationship for the precise purpose of enlarged capacity for responsiveness in relationship. There is an alternative to the version of self-esteem that manifests as “I should say, do, and get what I want when I want it.” Imagine the possibilities for cultural transformation when self-esteem (feeling good about oneself) manifests as “We belong. We can. We matter.”

Maureen Walker, Ph.D. is director of program development at the Jean Baker Miller Training Institute, Wellesley Centers for Women.

As the Massachusetts senate race becomes increasingly heated around the topic of candidate Elizabeth Warren’s ancestry, social scientists have a unique opportunity to provide some insight into the greater conversation by highlighting recent research on racial identity in general and bi-racial identity development specifically: racial categories are socially constructed, racial self- identification is often fluid, and phenotype — or physical appearance — can vary widely.

The United States is increasingly moving from a society of monoracial groups into one with a large population of bi-racial or multi-racial individuals. For the first time, in 2000, the U.S. Census began allowing respondents to check more than one box when providing self-identification. Data from the 2010 Census estimated that over 7 million people in the U.S. (2.3 percent) identify as belonging to more than one race (United States Census Bureau, 2012; www.census.gov). Similar to Census data collection, places of employment and K-12 and higher education have only recently allowed for checking of multiple racial and ethnic identities. Although research testing alternative strategies for capturing the complexity of mixed ancestry identity can inform practice (Tracy, Erkut, Porche, Kim, Charmaraman, Grossman, Ceder, & Vázquez García, 2010), many of the same single-check-boxes remain in place. Thus generations of mixed ancestry individuals have been, and continue to be, forced to choose a single ancestry, denying one parent/grandparent/side of the family while singling out the other.

These historically restrictive practices must be understood in the context of anti-miscegenation laws that were declared unconstitutional in 1967 with the U.S. Supreme Court ruling on Loving v. Virginia, which legally protected the right of interracial couples to marry. Even with legal protections, however, discrimination and stigma related to interracial marriage and mixed race children is slow in dissipating; difficulty remains in acknowledging that a person can belong to more than one race. Historic patterns of discrimination also include the “one-drop rule” which classified any individual with any African ancestry—“one drop of black blood”—as black (Davis, 2006). People with Native American ancestry were historically classified in the same way. This rule of hypodescent stood whether or not you could tell people’s background by simply looking at them. And indeed, Jim Crow laws were enforced according with strict accordance to the one-drop rule.

Against this historical backdrop, decades of research on racial identity development have revealed common patterns in stages of self-identification and disclosure that are influenced by family, physical appearance, community, and media; compelling stage models have been proposed first by Poston (1990) and then expanded by Kerwin and Ponterotto (1995). In addition, Fhagen-Smith’s (2003) WCW Working Paper also described a stage model of mixed ancestry identity development. Children grow up taking on the identity community to them by their immediate family for the most part, although parental identification of children and the child’s own self-identification is not always consistent (Kao, 1999) []. Phenotype, or appearance, will influence how the individual is categorized by others; lighter skinned individuals may be simply thought of as white, while individuals with darker complexions, for instance, might be externally identified as simply black. Rockquemore and Brunsma (2002) found that cultural context in childhood and adolescence influenced whether an individual of mixed ancestry identified as monoracial or bi-racial. Being forced to choose only one box in demographic forms only exacerbates the invisibility of mixed ancestry individuals who are thus forced to choose the one racial identity they are most immersed in at any given time. Pride in one’s ancestral background at a time of exploration and self-discovery is likely to drive a particular racial identity, and it would not be unusual for this choice to change again as the individual begins to integrate all ancestral backgrounds into a single identity. Youth have been born into an era where biracial or multiracial identification is a norm, and are more likely to be comfortable identifying as such. Older generations that have been socialized to “choose one” are more likely to claim a monoracial identity even if it does not fully describe their background. Rockquemore, Brunsma, and Delgado’s (2009) more recent work stresses ecological theory in understanding identity development which focus on the role of context as an influence of self-identification and also that there is not one particular “final” stage of identification. Context matters and the individual may choose to identify as one racial category or another, or both, or none—all are reasonable based on context, rather than assuming a single “correct” or “healthy” identity.

Hapa is a Hawaiian word loosely defined as “of mixed descent” and often used by Asian or Pacific Islanders to describe their mixed ancestry. The hapa movement to educate people about the variety in physical appearance for people of mixed ancestry is a powerful response to the too often harmful question of “what are you?’ Several websites document the incredible range of both physical appearance and self-identification patterns that abound in the United States. You can learn a lot by looking at someone’s racial identity only when you also listen carefully to his or her story.

Michelle Porche, Ed.D. is an Associate Director and Senior Research Scientist at the Wellesley Centers for Women at Wellesley College.

As I reflected earlier this month on National Girls & Women in Sports Day, it felt different this year. Rather than a pumped-up opportunity to celebrate strides—the sweat, guts, and proficiency of female athletes—my conscience urges reflection.

I can’t write about National Girls & Women in Sports Day or the Winter Olympics which opened this week without considering the abuse of young gymnasts by Lawrence Nassar, former doctor for the national team. So far, 140 (140!!!!) women and girls have said that Dr. Nassar sexually abused them under the guise of “treatment.” Somehow their voices were pervasively and effectively muted, disregarded or explained away. Coaches, athletic training programs, and facilities and that exalted sports governing body—the Olympic Committee—failed to protect these athletes from a monster.

Yet this is not merely a question of “speaking up” but the problem of whose voice matters. For years, it was Larry Nassar’s. To those young women caught in the broken culture of gymnastics, abuse was the “price” for the opportunity to compete at the highest levels.

Athletic excellence requires sacrifice, but it’s not communicated well enough what, exactly, that entails and where the lines should be drawn. We need to nail that. We are living in an era of outcomes. The final, shining product, the result, is what dominates our attention. It has made us less interested in the messy “how” and less focused on the unquantifiable value of the process. And, less willing to hear upsetting or complicating information. Yet, culture must be built from the inside out and the bottom up. On the balance beam or off.

This is just as critical for sports as it is in other fields. It is not enough to celebrate wins. We must ask how they were earned. How was it made? The #MeToo movement is pressing the matter, not just in movies and on TV news desks, but in museums, as many wonder about adding an asterisk and explanation beside the work of egregious sexual harassers. This is interesting on a number of levels, not the least of which is recognition that solo brilliance may not be solo—and, or—that in a time when simplicity (“build the wall”) has anchored political decision-making, that we crave complexity. All is not quick or easy.

Sports—in highlights—reflect split-second plays. One key move. But athletic endeavors are the culmination of multiple inputs, of practice, advice, persistence, teaching, cheering, anger, love. And every part matters. This is to say that we must pay attention to our system of sport. Which unearths another explosive conversation. Last month, an opinion piece in the Los Angeles Times by a professor and former track athlete, Victoria Jackson, argued, as the headline put it, that “College Sports are like Jim Crow.” It inspired viral debate.

The pointed issue—unpaid black male athletes in football and basketball raking in revenues that fund “white” sports like swimming (and women’s sports) —is not new (check out a 2012 paper, “Challenges of Being a Black Student Athlete on U.S. College Campuses”). The matter of whether to pay or not pay revenue-producing male NCAA athletes is the leading edge of a bigger conversation: What is the purpose of college sports?

But the very fact that we can clearly delineate “black sports” and “white sports” is not an accident but something nurtured and presumed. If sports are more than athletic contests—if they have social, economic, and political value—we must care who gets to play.

If you look at NCAA participation by sport and race—for women—in 2016-2017, the latest NCAA data available, not a single black female athlete in Division I played squash or sailed (one skied and one played ice hockey). Black women are overrepresented in basketball (47 percent of players) and track (27 percent). We can make a list of “reasons” why this is.

But if we care about who is on campus and what role they play there—and then out in the world once they leave —as we recognize National Girls and Women in Sports Day and cheer on athletes during the Winter Olympics, let’s begin the conversation about how to diversify sport. We must use this #MeToo spotlight to unravel old power structures and standard practices. It’s not just a problem on the men’s side. Let’s notice who is on the roster—and who isn’t. And let’s commit to doing something about it.

Journalist Laura Pappano is writer-in-residence at the Wellesley Centers for Women and was a leader of The Women’s Sports Leadership Project. For seven years, she edited the FairGameNews blog, now preserved as an archive.

National Suicide Prevention Week (September 8-14) is a time to both raise awareness of suicide as a national public health issue, and to think critically about how suicide can be prevented. In the United States, suicide is the second leading cause of death among adolescents (Hoyert & Xu, 2012), and, in 2011, nearly 16 percent of adolescents in the United States reported seriously considering suicide. When thinking about preventing adolescent suicide, it is important to consider factors that increase the risk of suicidal thoughts and behaviors, such as depression. Suicidal thinking is a symptom of depression, and over half of the adolescents who completed suicide had a mood disorder at the time (Bridge, Goldstein & Brent, 2006; Nock et al., 2013). Fortunately, a number of researchers have developed empirically-supported interventions to prevent the onset of depression in teens, and prevention efforts that target adolescents at risk for depression may ultimately prove helpful in preventing suicidal behaviors as well. During this national week of suicide prevention awareness, it is important to recognize the link between depressive illness and suicide in youth, and the promising role of depression prevention in potentially preventing suicidal behavior.

Most of us bring our children to see their doctors annually, because prevention-focused well-child care is a cornerstone of pediatric practice. Unfortunately, prevention is generally not part of the equation when it comes to youth mental health. With limited health care dollars and limited mental health resources available, clinicians and policymakers tend to focus on alleviating mental health concerns once they arise. Yet research suggests that many young people do NOT get treatment for mental health concerns once they arise, and mental health concerns, such as depression, are associated not only with suicide risk, but also with long-term adverse impacts on educational attainment, relationship functioning, risk of substance abuse, and future depressive episodes, even among those who receive treatment. Moreover, of those teens who DO receive treatment for depression, only about half fully recover and, among those who do recover, relapse is quite common.

Treating youth depression once it emerges may be much more distressing, and much less effective, than identifying early symptoms of illness and treating them before they develop into a full-blown disorder. Prevention approaches have the potential to reach a large number of adolescents, and may be more acceptable than treatment because services can be rendered in non-clinical settings (e.g., schools, primary care settings), and do not require adolescents to identify themselves as ill.

So how can adolescent depression be prevented? The core of many depression prevention programs is resilience. Not all adolescents with risk factors for depression develop the disorder; the ones who do not develop depression are resilient, which means they have the emotional skills and/or the social supports to “bounce back” from adversity. Many programs to prevent adolescent depression are designed to teach coping and emotional regulation skills, and/or to strengthen supportive relationships, in order to provide youth at elevated risk with the tools they need to be resilient.

Research on the prevention of youth depression is quite encouraging! For example, in our longitudinal, multi-site study of adolescents at risk for depression, we found that teens who participated in a group cognitive-behavioral prevention program were less likely to experience a depressive disorder at nine- (Garber et al., 2009) and 32- (Beardslee et al., in press) months follow-up, relative to at-risk teens who were assigned to a treatment-as-usual control group. Likewise, our colleagues working on the Penn Resiliency Project have found that children and adolescents who participate in their school-based cognitive-behavioral program are less likely to experience depressive symptoms than are children and adolescents assigned to control conditions. Similarly, in a study of Interpersonal Psychotherapy approaches to preventing youth depression, Young and colleagues found that teens who participated in a skills-based intervention targeting interpersonal role disputes, role transitions and interpersonal deficits reported fewer depressive symptoms at six-months follow-up than teens who were assigned to a school counseling control group.

Here at WCW, we are currently studying the efficacy of a primary-care, Internet-based depression-prevention program for adolescents who are at risk for the development of depression, based on a past history of depression and/or current symptoms of depressive disorder. While many of these youth depression prevention programs are still being evaluated in randomized controlled research trials, early results suggest that prevention programs may work. It seems we can indeed provide teens with strategies that they can use over time, as they encounter stress and challenging life events, so that they are able to stay healthy and avoid the onset of significant mental health concerns.

What are the risks for depression in adolescents? When should you be worried about your teen? When we talk about risks for depression, we often think in terms of specific factors (i.e., factors identified through empirical research to be associated specifically with increased risk for youth depression) and nonspecific factors (i.e., factors that are associated with increased risk for a range of disorders, including depression). Specific risk factors for adolescent depression include having low self-esteem, being female, developing a negative body image, low social support, a negative cognitive style, and ineffective coping. The strongest specific risk factor for the development of depression, above and beyond these other factors, is having a parent with depressive illness. In fact, offspring of depressed parents are at about a two- to four-fold increased risk of developing depressive disorders, relative to children of parents without depression. Nonspecific risk factors that also increase risk of youth depression include poverty, exposure to violence, social isolation, child maltreatment, and family breakup.

Although the presence of these risk factors is associated with an increased risk for youth depression, as noted above, many at-risk children are resilient and never develop a depressive disorder. Having supportive adults present, strong family relationships, strong peer relationships, coping skills, and skills in emotion regulation all can contribute to resiliency. Even depressed parents can promote resilience in their teens by encouraging teens to engage in outside activities, maintain supportive relationships, and recognize themselves as separate from issues and concerns that are affecting other family members.

How can you recognize signs and symptoms of depression in your child, and how can you help? Depressed teens are often sad or irritable, and may exhibit a range of additional symptoms, such as withdrawal from friends and usual activities, sleep difficulties (i.e., difficulty sleeping or sleeping all the time), somatic complaints (i.e., headaches, stomach aches), poor school performance, self-critical talk, changes in eating patterns, difficulty sitting still, and may start writing or thinking about death. If you are concerned about your teen, then express your concern openly and honestly. Tell your child that you care, and that you want to help. Don’t be afraid to ask your child if he is experiencing suicidal thoughts – asking will NOT make him contemplate suicide or take his own life. Reach out to your child’s pediatrician for assistance and referrals. Let your child know that treatments are available, and that you are going to work together to get your child the help she needs.

National Suicide Prevention Week is an opportune time to consider the many ways that suicidal thoughts and actions can be combated, including preventing the onset of depression in adolescents, and getting teens help if they are depressed already.

Tracy Gladstone, Ph.D. is a Senior Research Scientist and Director of the Robert S. and Grace W. Stone Primary Prevention Initiatives at the Wellesley Centers for Women at Wellesley College. The Stone Primary Prevention Initiatives focus on research and evaluation designed to prevent the onset of mental health concerns in children and adolescents.

References:

Beardslee, W.R., Brent, D.A., Weersing, V.R., Clarke, G.N., Porta, G., Hollon, S.D., Gladstone, T.R.G., Gallop, R., Lynch, F.L., Iyengar, S., DeBar, L., & Garber, J. (in press). Prevention of depression in at-risk adolescents: Longer-term effects. Journal of the American Medical Association Psychiatry.

Bridge, J. A., Goldstein, T. R., & Brent, D. A. (2006). Adolescent suicide and suicidal behavior. Journal of Child Psychology and Psychiatry, 47(3‐4), 372-394.

Centers for Disease Control and Prevention. (2012). Youth Risk Behavior Surveillance- United States 2011. Morbidity and Mortality Weekly Report, 61(4), 1-168.

Garber, J., Clarke, G.N., Weersing, V.R., Beardslee, W.R., Brent, D.A., Gladstone, T.R.G., DeBar, L.L., Lynch, F.L., D’Angelo, E., Hollon, S.D., Shamseddeen, W., & Iyengar, S. (2009). Prevention of depression in at-risk adolescents: A randomized controlled trial. Journal of the American Medical Association, 301, 2215-2224.

Hoyert, D. L., & Xu, J. (2012). Deaths: preliminary data for 2011. National Vital Statistics Report, 61(6), 1-65.

Nock, M. K., Green, J. G., Hwang, I., McLaughlin, K. A., Sampson, N. A., Zaslavsky, A. M., & Kessler, R. C. (2013). Prevalence, correlates, and treatment of lifetime suicidal behavior among adolescents: results from the National Comorbidity Survey Replication Adolescent Supplement. JAMA: The Journal of the American Medical Association Psychiatry, 70(3), 300-310.  

The fifth-grader’s voice was full of emotion as he shouted, “That’s not fair! What a mean thing to do!”

He wasn’t upset about an event on the playground, or on the school bus. This student was reacting to an incident described in a picture book entitled Yoon and the Jade Bracelet, by Helen Recorvits. As other students chimed in, the teacher took the opportunity to facilitate a discussion about peer mistreatment, how it feels to be left out, and the role of bystanders. Students expressed genuine concern for Yoon, the main character in the story. Throughout this time of authentic connection to each other and the story, the teacher and his students focused on some key social and emotional skills, such as recognizing and naming feelings, perspective-taking, and empathy. The combination of the book, the teacher, and the children created the equivalent of an electrical current that energized an authentic conversation about how people choose to treat each other.

The Collaborative for Academic, Social and Emotional Learning (CASEL) identifies the following social competency skills as keys to success in school and beyond: self-awareness, self-management, social awareness/empathy, relationship skills, and responsible decision-making. Social and emotional learning (SEL) skills can be taught to children in schools through programs such as Open Circle, a program of the Wellesley Centers for Women, which uses children’s literature as a vital part of its curriculum.

Whether books are shared in a classroom, a public library, or a living room, there are some specific ways that educators and caregivers can leverage the emotional connection between children and literature to reinforce SEL skills, including empathy. Some people may make a New Year’s resolution to read more books; I encourage us all to include children in this goal. Here are five ways to support SEL skills through children’s literature:

1. Help children build their feelings vocabulary.

The most basic building block for social competency is self-awareness, being able to recognize and name your emotions. Sharing picture books that highlight a range of emotions, such as Lots of Feelings, by Shelley Rotner, or Yesterday I Had the Blues, by Jeron Ashford Frame, helps children expand their feelings vocabulary and recognize that it’s normal to have many different feelings, including negative ones.

2. Model and reinforce self-management strategies.

It’s important for children to know that they can learn some ways to calm down when they are upset. Books such as Sometimes I‘m Bombaloo, by Rachel Vail, or Mouse was Mad, by Linda Urban, illustrate effective self-management strategies. As you read aloud stories like these, share your own experiences with challenging feelings and describe your coping strategies. Encourage children to find strategies that work for them.

3. Choose books with diverse content.

Emily Style, a co-founder of the National SEED Project at the Wellesley Centers for Women, has written about how curriculum serves as both mirrors and windows for students. Sharing literature that is culturally diverse ensures that all children can see themselves reflected in books, and can see beyond their own world and experiences. Encourage children to explore the perspective of characters who are different from themselves in order to build their capacity for empathy. Books such as the Anna Hibiscus series by Atinuke, or Jingle Dancer, by Cynthia Leitich Smith, can dispel stereotypes and pave the way for building positive relationships and making responsible decisions about how we treat each other.

4. Use an interactive approach.

Megan Dowd Lambert, author of Reading Picture Books with Children: How to shake up storytime and get kids talking about what they see, emphasizes the importance of “reading with children as opposed to reading to them.”

Lambert suggests asking open-ended questions, such as: “What’s going on in this picture? What do you see that makes you say that?” Open-ended questions also help children connect to their experiences and feelings. For example, you might ask: “How do you think the character feels? What are some things that make you feel angry? (scared, upset, happy, etc.) or, “What might you have done differently if you were this character?” To help children develop consequential-thinking skills, ask them to predict what might happen when a character behaves a certain way or makes a particular choice.

5. Choose books children can connect with.

Anyone who has read with one child, or a group of children knows that literature engages both the heart and the mind. Pairing the right book with a child, and helping her explore personal connections to the story completes the circuit to power up social and emotional learning. For inspiration, get started by looking at Open Circle’s list of children’s books connected to SEL.

Peg Sawyer is a trainer and coach at Open Circle, a program of the Wellesley Centers for Women, that provides a unique, evidence-based social and emotional learning program for grades K-5.

Over the past few years, you may have read about the crisis in youth mental health. In October 2021, the American Academy of Pediatrics declared a national emergency in child and adolescent mental health, and in December 2021, the U.S. surgeon general highlighted the urgent need to address the nation’s youth mental health crisis. Just this month, the U.S. Preventive Services Task Force recommended screening for depression in adolescents aged 12 to 18.

October is National Depression and Mental Health Screening Month, so we’d like to highlight one of the tools WCW has been using to approach the youth mental health crisis that is in line with that recommendation: school-based mental health screenings.

Mood Check, our program, partners with schools to screen all students in designated grades and offers additional support to adolescents at high risk for depression and/or suicidal behaviors. We have a multi-pronged approach: We offer resources that increase the school community’s mental health awareness and literacy, which serves as a prevention tool. Then we provide two-level screening for students, including universal, self-reported screening for all students followed by in-depth interviews with students who are identified as high risk. We communicate with parents and guardians about youth depression and resources, and provide more significant follow-up (both immediate and long-term) for parents and guardians of high-risk teens. Finally, we offer referral access for all school families who need to find a mental health professional to help their teen moving forward.

This past school year, we screened a total of 2,078 middle and high school students in the greater Boston area for both depression and anxiety. We met one-on-one with 646 students (about 31%); 237 students (about 11%) revealed to us that they had current or past thoughts of suicide, and 57 students reported that they revealed suicidal thinking or behavior to an adult for the first time when meeting with a clinician on our team. For those who reported suicidal thinking/behavior, we introduced safety plans: a way to identify warning signs, internal coping strategies, supportive people and places, how to make the environment safe, and a motivator for living, along with providing the Suicide Prevention Lifeline phone number. Students retained a copy of the plan that they could reference themselves and/or share with parents, providers, or trusted adults.

A review of our data over time suggests that Mood Check is associated with decreased depressive symptoms in at-risk adolescents and may encourage families to seek treatment for students we identify. This kind of success in a school setting is in line with other research, which shows that teens prefer to receive mental health services in schools, rather than in mental health specialty settings. Anecdotally, we’ve found that teens are more willing to speak with us, because they know they won’t see us again; it can be easier to tell the truth to a stranger than to a parent, teacher, or guidance counselor. We’re glad to provide that listening ear for them.

School screenings alone cannot solve the crisis in youth mental health. But they are an important tool to be used in combination with depression prevention efforts and expanded access to treatment. Our goal is for more teens to be able to get the help they need in order to live healthier and happier lives.

Tracy R. G. Gladstone, Ph.D., is research director, an associate director and a senior research scientist at the Wellesley Centers for Women, where she leads the Depression Prevention Research Initiative.

This blog post is reproduced with permission from the Robert Wood Johnson Foundation in Princeton, NJ. It was first published on the Human Capital Blog.

If you were stressed out and wanted to vent to your friends about it, how would you let them know? Would you pick up the phone and talk, or text? Would you set up time to grab coffee or go for a brisk walk? Or would you post to Facebook why your day just couldn’t get any worse?

As I logged into the recent RWJF/NPR/Harvard School of Public Health-sponsored Stress in America discussion, I identified with the panelists who were dispelling stereotypes about “highly stressed” individuals being high-level executives or those at the top of the ladder. Instead of finding work-related stress as a top concern, as is often played out in the media and popular culture, the researchers were finding that individuals with health concerns, people with disabilities, and low-income individuals were experiencing the highest levels of stress. The panelists talked about the importance of qualities like resiliency and the ability to turn multiple, competing stressors into productive challenges to overcome, and the integral role of communities in shaping, buffering, and/or exacerbating stress.

We often consider our communities as living, working, playing in close physical proximity. But what about the online spaces? What about our opt-in networked friendship circles ... our cyber-audience who sign up to read our posts with mundane observations, proud revelations, and the occasional embarrassing photos?

Media coverage about social media has not been kind—often linking its use with cyberbullying, sexual predators, and depression or loneliness. But recent scholarship on new media demonstrates that interpersonal communication, online and offline, plays a vital role in integrating people into their communities by helping them build support, maintain ties, and promote trust. Social media is often used to escape from the pressures of life and alter moods, to secure an audience for self-disclosures, and to widen social networks and increase social capital. The Pew Research Internet Project found that adult Facebook users are more trusting than others, have more close, core ties with their social networks, and receive more social support than non-users.

So what if we asked adolescents the same question: “If you were having a bad day and wanted to let your friends know about it, how would you let them know?”

In our current research on media and identity, we purposively sampled more than 2,300 individuals aged 12 to 25 from 47 states and 26 countries. They took an online survey that investigated how vulnerable populations (such as racial/ethnic minorities, women, adolescents, people who are lesbian, gay, bisexual and transgender, those with low social status) have used the Internet and social media in healthy and unhealthy ways, particularly during times of stress. We wanted to determine how and why supportive communities could exist in personal online networks that could increase one’s resiliency in the face of challenges.

We found that when young people want to talk about a bad day, they mainly preferred in-person (69%), texting (69%), or phone call (51%) methods to reach out for help. Social media was not utilized as often to talk about stressful times—with Facebook (29%) being more popular than Twitter (7%) overall.

The Stress in America poll results found that 19 percent of adults use social media more than usual during stressful times. In our study, adolescents were significantly more likely to post to Facebook networks about their bad days than emerging adults aged 18 to 25, which can indicate that there are generational differences in how new media can be supportive.

African American participants (19%) chose Twitter to report to their networks about a bad day more often, whereas Asian Americans (40%) used Facebook more often than people of any other race/ethnicity during times of stress.

A surprisingly large number of young people (under age 25) reported that they write blogs, from a low of 37 percent of Hispanic respondents to a high of 60 percent of Asian Americans respondents. Incidentally, individuals who have ever written a blog are more likely to report being unhappy or sad than non-bloggers. Perhaps being more public online about private matters helps adolescents to know that they are not alone in their battles with stress.

Further examination of the use of new media may help us develop prevention and intervention programs and tools to guide adolescents, their parents, educators, and health care workers, and to remind ourselves how the adolescent and emerging adult years can be stressful. Perhaps logging onto one’s Facebook community and jotting down one’s thoughts could be just the right kind of coping mechanism whenever the need arises.

Linda Charmaraman, Ph.D. is a research scientist at the Wellesley Centers for Women at Wellesley College and a former National Institute of Child Health and Human Development postdoctoral scholar. She is a Robert Wood Johnson Foundation (RWJF) New Connections grantee, examining the potential of social media networks to promote resiliency in vulnerable populations.

This post was co-authored by WCW Senior Research Scientist Wendy Wagner Robeson, Ed.D., and Sarah Savage, a senior policy analyst and advisor at the Federal Reserve Bank of Boston. Their issue brief, Child care tradeoffs among Massachusetts mothers, was published by the Boston Fed in July 2022.

Just before the pandemic, we interviewed 67 mothers of young children about their experiences accessing child care. Though they were a diverse group, their problems were similar: They could not find child care. When they could find it, most struggled to afford it. As a result, they were all forced to make tradeoffs in selecting the best care arrangements for their families.

These interviews formed the basis of our recent brief, Child care tradeoffs among Massachusetts mothers. Through lengthy, one-on-one conversations, we tried to dig deeper to better understand the tradeoffs parents make to juggle employment with child care.

More than half of the participants in our study had an oldest child under age 3. Fifteen mothers were single or divorced, and the rest were married or partnered. Sixteen mothers were women of color. About half the group had household incomes that exceeded the state’s median in 2019 of $81,215. (Fathers were welcome to participate, but only mothers responded to our recruitment materials.) What we found was that every family had to make tradeoffs among some aspects of quality, affordability, or availability to use child care, but that the tradeoffs varied in level of severity.

Tradeoffs occurred along a spectrum. We characterized some as compromises: For example, some mothers tried to adjust their work schedules to better match the hours of their child care providers, even though it could negatively impact their careers. Others accepted providers with home environments they were uncomfortable with or who allowed too much screen time, trading off quality for affordability or availability.

Every family had to make tradeoffs among some aspects of quality, affordability, or availability to use child care

We categorized more severe tradeoffs as sacrifices. In these instances, conflicts with families’ needs or preferences led to care or work disruptions. For example, some parents reported switching child care providers due to safety or maltreatment concerns, despite their limited options. Some mothers reduced their work hours to balance their jobs and child care needs, even though that decreased their income. Married mothers with incomes above the state median were more likely to leave the workforce altogether if they found child care unaffordable—an option not available to single parents or lower-income families.

The fact that every family was forced to either compromise or sacrifice is a reminder that working parents who access child care are often struggling. Having both child care and a job doesn’t mean they’re living a ‘success story.’ And when we think about equitable solutions, we can't just think about it from the affordability perspective—availability and quality are other critical dimensions that must be considered.

Read more in our brief, Child care tradeoffs among Massachusetts mothers.

Wendy Wagner Robeson, Ed.D., is a senior research scientist and director of the Work, Families, & Children Research Group at the Wellesley Centers for Women. Her work at the Centers is focused on child development (birth to age 8), child care policy, early childhood care and education, and school readiness.

Sarah Savage, Ph.D., is a senior policy analyst and advisor at the Boston Fed. As part of the Bank’s work to increase employment opportunities, she is conducting research on barriers to positive labor force engagement of low- and moderate-income parents in the region, with an intensive examination of the role of childcare needs.

The views expressed are our own and not those of the Federal Reserve Bank of Boston, the Federal Reserve System, or its Board of Governors.

At the beginning of my summer research internship, I’ll admit that I didn’t fully understand the impact of fathers talking to their teens about dating and sex. Why would fathers have a significant impact on teens’ sexual health if someone else, like their mother, already has the situation under control? However, after taking a deeper dive into Senior Research Scientist Jennifer M. Grossman, Ph.D.,’s interview data from fathers, mothers, and teens, I reevaluated my stance.

Through identifying key themes from the families in our sample, Dr. Grossman’s study—part of WCW’s Family, Sexuality, and Communication Research Initiative—aims to explore how fathers fit into conversations with their teens about dating and sex, and why it’s hard for some fathers to participate. The study’s findings will be used to develop an intervention program to help give fathers information, strategies, and peer support to surmount obstacles to talking with their teens and promote better sexual health for future generations.

Reflecting on my initial doubts, I can see why I didn’t have much faith in fathers’ ability to communicate with their teens—especially when it comes to taboo topics such as dating and sex. Women are often assumed to be more emotional, caring, and nurturing while fathers are assumed to have difficulty expressing their vulnerable side. Because of these pervasive stereotypes, it’s easy to see how mothers would be the ones to take the primary role and facilitate open conversations with their teens as they explore their sexuality.

Researchers may also lean into this assumption since the majority of prior studies on adolescent communication about dating and sex emphasize mothers’ roles. Even some mothers from our sample indicated that they should be the ones to take charge of these discussions—though they also resoundingly asserted that fathers’ roles are crucial. In the bigger picture, all of the familial support that teens can get in terms of dating and sex is shown to benefit their long-term health, but being mindful to include and value the male perspective could also prove beneficial to adolescents’ wellbeing and overall preparedness for healthy relationships.

That’s why I became especially interested in how fathers from our sample practice—or struggle to practice—open communication with their adolescents, as well as how teens from the same families picture an open dialogue.

In the bigger picture, all of the familial support that teens can get in terms of dating and sex is shown to benefit their long-term health, but being mindful to include and value the male perspective could also prove beneficial to adolescents’ wellbeing and overall preparedness for healthy relationships.

Fathers from our sample overwhelmingly said they believed that support and connection are important parts of their roles, and open communication is one way to foster these values. Specifically, dads saw it as their duty to give their sons tried-and-true advice that would help them avoid making the same mistakes they did. Additionally, some emphasized the benefits of giving daughters a window into the teenage boy’s perspective to help them better understand their potential dating partners.

Since the stereotypical teenager avoids talking to their parents at all costs, it might be surprising that teens also want open conversations with their dads. Over half of teens from our sample viewed support and connection, including open communication, as part of a father’s role. They wanted their dad to share his advice and experience, providing emotional support while respecting their comfort level and boundaries. A notable focus of the teen perspective is that they didn’t want to be judged or punished for sharing something of which their parents disapprove, such as being sexually active earlier than their family values dictate. As a whole, the data showed that both fathers and teens see some form of open dialogue as part of a father’s role in conversations about dating and sex.

Then why is it hard for many fathers to participate and share their advice? Fathers face many barriers such as embarrassment, discomfort, lack of support, and taboos. One obstacle that stands out to me is that some fathers lack an example from their own parents of how to approach these sensitive topics. The majority of fathers from our sample didn’t talk much or at all with their parents about dating and sex; instead, they learned through siblings, extended family, friends, or even through the media. In many ways, fathers are swimming upstream, trying to be more involved than their parents’ generation while lacking the tools and support they need.

Despite the challenges inhibiting fathers’ involvement in these discussions, many dads in our sample fought these barriers in order to support their teen’s best interests. In doing so, they stood up to the stereotypes, giving their children a healthy example by recognizing their own value and the power of their voice as a father. I’m hopeful that access to resources, such as the intervention program we plan to develop, will give fathers the tools they need to practice open communication and share what they learned from their teenage years. If the fathers of today set a healthy example for their teens, the fathers of tomorrow will be better equipped to talk with and support their children—making an impact that continues for generations to come.

Audrey DiMarco is a psychology major at Wellesley College graduating in 2024. She had the opportunity to work with Senior Research Scientist Jennifer M. Grossman, Ph.D., this past summer through the Class of 1967 Internship Program.

Digital communication systems, such as social media platforms, are created for the masses but aren’t often designed for a large scope of their user base: adolescent girls from marginalized communities. The Youth, Media & Wellbeing (YMW) Research Lab, in collaboration with the Computer Science Department at Wellesley College, holds an annual summer workshop for adolescent girls to explore STEM learning spaces and become designers and creators of their own digital communication systems. (This year’s workshop ran July 11-15.)

As research interns from different educational backgrounds, we all contributed our unique expertise to last year’s summer digital wellbeing workshop. We were mentored by Dr. Linda Charmaraman, director of the YMW Research Lab, and Dr. Catherine Delcourt, assistant professor of computer science at Wellesley, to explore research on human-computer interaction (HCI), specifically on participatory design and positive social media use with middle school girls. At the end of an exciting and fast-paced summer, we published and presented our work—titled “Innovating Novel Online Social Spaces with Diverse Middle School Girls: Ideation and Collaboration in a Synchronous Virtual Design Workshop”—at CHI 2022, an international HCI conference.

The aim of this participatory design workshop was to engage middle school girls in social media innovation, digital wellbeing, positive social media use, STEM identity exploration, collaboration, and computational design. Conducted virtually over four days, students were divided into small groups of three or four, grouped by age, with an assigned facilitator.

The idea generation and collaboration sessions were very fun to be involved with, especially as we watched students envision unique positive spaces online. Their ideas included an application that uses a robot to monitor and filter out negative messages, a music-based application to spread kindness, and a simulation game to develop interests and explore career paths for teenagers. Students also showed a great interest in climate change activism, spreading positivity, finding friends and peers from their neighborhood, and building a large community of like-minded individuals. They often took initiative during this time to develop prototypes and sketches.

Overall, we noted how important it was to maintain a positive and uplifting environment for the students in the workshop, which through our experience, allowed everyone to feel more comfortable with one another and share personal anecdotes with the group. We observed individual trajectories of growth through the four-day workshop and were keen on exploring our findings regarding intentional collaboration and facilitation with underrepresented middle school girls.

As research interns, we gained a lot of insight and experience being involved in the workshop, from curriculum development to report writing to the conference presentation.

It was also an interesting experience for us, as researchers and facilitators, as we became the workshop participants’ peers and mentors during the process. Stepping out of the research mindset we had while preparing the curriculum for the workshop, we were doing virtual field work by interacting with the adolescents to understand their conception and opinions of social media and STEM. This process allowed us to get to know the participants personally and join their efforts to co-design a novel and positive social online space.

To discuss our experience with the workshop and the process of publishing our paper about it, we presented at the Tanner Conference at Wellesley College and the hybrid CHI 2022 conference, during which we presented our research to HCI experts.

We were so honored to be part of such a great team and are excited to see the impactful results of this workshop in the coming summers. As research interns, we gained a lot of insight and experience being involved in the workshop, from curriculum development to report writing to the conference presentation. We all continue to engage in the research and provide input on the upcoming summer workshop through the YMW Youth Advisory Board, which allows us to test-drive activities with past workshop participants and facilitators aged 12-23. This summer, Dr. Delcourt is working with Connie to develop a facilitator training based on last year’s experience and previous research. Being involved with this workshop has helped us explore personal interests, given us the opportunity for new experiences, and taught us the tools of the trade about the research process.

If it weren't for the cold email Sidrah sent to Dr. Charmaraman expressing interest in her lab or the internship applications Connie and Teresa submitted to be involved in the lab, we would have not had this opportunity. Lastly, we could not have had such a vibrant educational experience without Dr. Delcourt and Dr. Charmaraman’s continued support and mentorship, and we’re especially grateful to them for introducing us to HCI research from the perspective of social computing and developmental psychology. As aspiring researchers, we hope to continue working toward creating more inclusive spaces in technology for girls while also supporting their positive development and digital wellbeing.

Sidrah Durrani is a master’s student in developmental psychology at Teachers College, Columbia University.

Connie Gu is a member of the Wellesley College Class of 2024 majoring in media arts and sciences.

Teresa Xiao is a Class of 2022 graduate of Wellesley College who majored in psychology.

I’m embarrassed to admit this, but before the leaked Supreme Court opinion, I had not connected the proximity of the Roe v. Wade decision and the passage of Title IX.

Yes, of course, I knew that Title IX was June 23, 1972. And that Roe v. Wade was 1973 (Jan. 22). But I had always held them as separate historic events that unfolded as I hit middle school.

Now, the “50-year anniversary” reminder attached to each has brought this temporal proximity (seven months) into view. Today these watershed events look less like sturdy partners on the road to gender equality and more like moments that foreshadowed a fraught present.

Roe v. Wade and Title IX bore the stamp of the times. Which was not to address inequality, but—like female athletes forced to re-use men’s sweaty athletic tape and wear their old uniforms and equipment, as Bernice Resnick Sandler reported—to jerry-rig something that let women shove a foot in the door.

And shove a foot in the door they did. Thanks to Roe v. Wade, women’s labor participation rose from 43.3 percent in 1970 to 57.4 percent in 2019 while men’s declined from 79.7 percent to 69.2 percent, according to federal data. However, the pandemic revealed the precariousness of such advances as striking numbers of women left the workforce amid reports of an extreme toll on wellbeing.

Like Roe v. Wade (rooted in the right to privacy and not actual gender equality) Title IX sought to address a problem—educational access—without disrupting what had been built for men.

Recently, Treasury Secretary Janet Yellen warned that the end of Roe v. Wade would “set women back decades.” Already, we have heard suggestions that women who get abortions be charged with murder (for now, removed from a Louisiana bill; charges against a Texas woman were recently dropped). What’s more, we had to hear an Ohio state legislator proclaim that forcing a rape victim to bear a child would offer her an “opportunity.”

Nowhere have I heard about men’s responsibility in the abortion debate. Or new obligations or restrictions on their bodies.

Which brings me to Title IX. Like Roe v. Wade (rooted in the right to privacy and not actual gender equality) Title IX sought to address a problem—educational access—without disrupting what had been built for men.

Although Title IX was passed in 1972, regulations were not issued until 1975. Then, President Gerald Ford (a college football player) wrote to House and Senate leaders to welcome hearings as NCAA leaders voiced fears that the law “would signal the end of intercollegiate programs as we have known them for decades.” To be clear: Debate around Title IX was most concerned with preserving the sanctity of men’s sports.

Today, we face the consequences of a system built on the sex segregation of sport, that never demanded equality for female athletes, but rather gave rise to a complex set of rules around access and progress. Still, women have made strides. Most notably, U.S. Soccer recently agreed to provide men and women equal pay and World Cup prize money.

Yet, at the same time some female athletes get their just rewards, we face the question of how to include transgender athletes. It is a challenge to the sex-segregated structure of sport that has been waiting to unfold.

In some ways, this is nothing new. The International Olympic Committee and individual sport federations have grappled with it for years, puzzling over the necessity (or not) of surgery, hormone replacement regimens, and measuring testosterone levels so athletes may compete in the gender category that aligns with their identity.

Gender, biological sex, and the definition of a "physical advantage" are more complex than they appear on the surface. Which attributes are a boon varies depending on the sport. It’s no surprise that those physically endowed in some manner may have an edge.

Yet, given the public dominance of traditional male sports, it’s easy to forget that sports can be endlessly flexible. They are socially constructed. We may, at any time, at any level, organize, score, or arrange things differently. (Until 2004, badminton was played to 15 points, 11 for women’s singles. Now, all go to 21.) If we can create handicap systems and weight classes, each sport can find a fair way for all to compete. We could have co-gendered competitions, trans-specific or trans-integrated sports.

Title IX, like Roe v. Wade, looked like a tremendous win. And it was. But, before we further fuel a culture war in women’s sports, let’s recognize that we are bearing the backlash of legal strides, however wonderful, that never fully guaranteed women’s equality with men. Half a century on, it’s time to demand more.

Throughout the month of June, we’ll be exploring some of the new frontiers of Title IX here on Women Change Worlds.

Laura Pappano is writer-in-residence at the Wellesley Centers for Women. An experienced journalist who writes about education and gender equity issues in sports, she has been published in The New York Times, The Hechinger Report, USA Today, The Atlantic, The Boston Globe, The Washington Post, and The Christian Science Monitor, among other publications. She is working on a book about parent activism in public schools.

You may know Title IX as the law that opened the floodgates of girls’ and women’s sports in the U.S. That’s true and incredibly important, but it’s so much more than that. Title IX is the federal civil rights law that prohibits discrimination on the basis of sex in any school or education program that receives funding from the federal government. It has impacted areas from sexual harassment and gender-based violence to the rights of transgender students. And in fact, the law continues to be interpreted in new ways that offer protection to more people. Researchers and activists are pushing Title IX to new frontiers, and it’s exciting to be part of those efforts as we celebrate the law’s 50th anniversary this month.

Research scientists and project directors here at the Wellesley Centers for Women have long been involved on the front lines of Title IX. In 2005, Senior Research Scientist Nan Stein, Ed.D., co-developed Shifting Boundaries, a teen dating violence prevention program for K-12 schools that has been identified by the U.S. Centers for Disease Control as one of only two programs that are both evidence-based and effective. Shifting Boundaries helps schools reduce sexual harassment and gender-based violence, thus meeting the demands of Title IX by making an equal education possible for all students.

Title IX also ensures the right to an equal education at the college level. In 2020, Senior Research Scientist Linda Williams, Ph.D., completed a report funded by the National Institute of Justice on how colleges respond to sexual assault on their campuses. Her research is critical to understanding how different rules and procedures affect college students and their ability to get an education free of sexual harassment and gender-based violence. With new guidelines for colleges on how to respond to sexual assault on campus expected from the federal government any day now, this work is more relevant than ever.

It’s a hopeful sign of progress that Title IX protections are being extended to new groups of people who had previously been left behind by it.

And now, our researchers are taking Title IX to new realms, including the protection of college students who are parents. Research Scientist Autumn Green, Ph.D., is working to ensure that pregnant and parenting students can access the same education as their peers. Resources like family housing and on-campus childcare help to level the playing field, but there is much more work to be done to advance equity on campus for student parents. Dr. Green is currently studying the most effective strategies for implementing data tracking and reporting systems that identify parenting students enrolled in college, as well as follow their educational outcomes like grades, retention, and graduation. More data is the first step toward ensuring student parents get what they need to succeed.

It’s a hopeful sign of progress that Title IX protections are being extended to new groups of people who had previously been left behind by it. We’re energized by where we might go from here, what lives might be improved by access to an equal education. Far from being a stagnant law of our past, Title IX continues to be dynamic and critical to our future. As we celebrate its 50th anniversary, let’s look back with pride on how far we’ve come—and look ahead with hope for a better future.

Throughout the month of June, we’ll be exploring some of the new frontiers of Title IX here on Women Change Worlds.

Layli Maparyan, Ph.D., is the Katherine Stone Kaufmann ’67 Executive Director of the Wellesley Centers for Women.

“Some of those conversations, I just can’t jump in like that,” one of the fathers in our study told us. We were interviewing fathers about their experience talking with their teenagers about sex and relationships. Many expressed what this father did: Talking about these topics can be hard, and it would be helpful to have some guidance on how to go about it.

Research has shown that when fathers talk with their teenage children about sex, it can protect teens from risky sexual behavior. But few fathers actually talk with their teens about sex, and those who do report not talking very often. Most research on this topic focuses on mothers, and few interventions (i.e., educational programs) to promote parent-teen talk about sex are tailored for fathers. To develop interventions that effectively support fathers, we need a better understanding of fathers’ goals and challenges for talk with their teens about sexual issues and what they want an intervention program to look like.

My research team and I interviewed 43 fathers of high school-aged teens (age 14-18) to find out about their experiences. We asked them about talking with their teens about dating, sex, and relationships; their attitudes toward a potential intervention to support father-teen talk about dating, sex, and relationships; and for feedback about the structure and content of a potential intervention.

The most striking aspect of our research findings was that fathers were enthusiastic about the idea of an intervention that could guide them in these conversations. This is surprising given low rates of father participation in parent-based sex education programs. Fathers connected their interest in an intervention to the challenges they face in talking with their teens about sex and relationships, such as discomfort with talking about sex and not knowing how to start a conversation. Many said that it’s especially hard to talk with their daughters about sex and relationships, but they also shared a belief that their perspectives and experiences as men could offer useful insight, no matter their teen’s gender.

NFL players come into a training camp, you have rookies, you have mid-level guys, and then you have the old grizzly veterans, and they all share information with each other and learn from one another . . . I think that it’s important for men to be able to learn from other men and to share their experiences so that they can improve each other.

When it comes to an intervention, fathers wanted something more peer-based or interactive than most existing programs. They wanted the opportunity to share experiences and learn from other fathers, especially in the context of programs led by people with backgrounds similar to theirs.

“NFL players come into a training camp, you have rookies, you have mid-level guys, and then you have the old grizzly veterans, and they all share information with each other and learn from one another,” said one of the fathers we talked to. “I think that it’s important for men to be able to learn from other men and to share their experiences so that they can improve each other.”

The fathers we spoke with talked about the importance of discussing topics essential to protecting their teens from harmful experiences such as unhealthy relationships, teen pregnancy, and sexually transmitted infections. They recognized the importance of talking about consent, which is significant: prior research doesn’t show much focus on consent when parents talk to their teens, and most school-based sex ed programs don’t address it.

Knowing what to talk about is obviously important, but the fathers we spoke with were just as interested in learning how to talk about it, as well as when and how often. One father told us he wanted “more tricks, more tools, more things to help to get the conversation going… things to ease awkwardness.”

Given the potential of conversations between fathers and teens to protect teens’ sexual health, and the lack of existing programs designed to support fathers in these conversations, it’s clear that a useful and engaging intervention is needed. With this study, we’re moving closer to understanding what fathers want and need in an intervention program tailored to them.

Read more about this study in the International Journal of Environmental Research and Public Health.

Jennifer M. Grossman, Ph.D., is a senior research scientist who leads the Family, Sexuality, and Communication Research Initiative at the Wellesley Centers for Women.

Nearly 5 million college students in the U.S. are raising children, and almost three-quarters of undergraduate students with dependent children are mothers. These mothers face significant barriers to completing their degrees, and part of what makes it challenging to advocate for them is that colleges rarely count how large their population is on campus or track their educational outcomes. Though some data exists at the federal level, it’s difficult to use it to draw specific insights about demographics at the campus, district, system, or state level.

When student mothers aren’t counted on campus, they don’t get the resources they need, and they feel invisible to boot.

Without data on student mothers, it’s more difficult for college administrators to establish, fund, and sustain supportive strategies and programs—things like child care, family housing, or parenting student resource centers, which are critical to helping student mothers graduate. I have met with parenting students from across the country who have been told by their colleges that they cannot justify expanded programs and support without the data. 

In the past few years, advocates have made significant in-roads on gathering this data. In May 2021, Oregon and Illinois both passed legislation requiring that public institutions of higher education (IHEs), including community colleges and public universities, begin collecting data on parenting status. As both director of WCW’s Higher Education Access for Parenting Students Research Initiative, and an Oregonian student parent alumna, I helped organize the campaign for the Oregon legislation, and testified in support of the bill as an expert witness. My father and both my children also submitted written testimony, together representing three generations of Oregonian parenting students.

Groups of higher education leaders from several states are currently exploring how parenting status demographics could be incorporated within their institutional research data systems, and what’s needed to make these strategies viable. 

To start, we know that questions pertaining to parenting students need to be incorporated into existing data systems, so they are easily accessible to parenting students. While voluntary surveys can be helpful tools for following up, it can be hard for student mothers to find time to respond to them. It’s a lot easier to respond to a few extra questions on a form they were already completing, or a pop-up window that opens when they log in to register for their classes. Higher response rates lead to more accurate data. 

Data systems aren’t just about collection, though; data also need to be used effectively. In Oregon and Illinois, public IHEs are required to share parenting status data with their state’s higher education authority every year. If concerns are observed, the state higher education authority could issue recommendations or requirements to colleges or universities, ask the legislature to issue further directives, or request funding allocations. 

Data is powerful when it comes to parenting students. Programs like student child care have heavily relied on parenting student enrollment data to make the case for grants and internal budget allocations. For example, the federal Child Care Access Means Parents in School Program (CCAMPIS), which subsidizes child care for low-income parents in college, requires IHEs to provide data on parenting student enrollment and estimated need for child care to qualify for funding. And most IHEs that offer parenting student services and child care subsidies supported by student fees have reported that collecting data helped make their case for funding to the committees that determine how student fee dollars are allocated. 

Most IHEs that have obtained access to this data have partnered with their financial aid offices to pull aggregate enrollment numbers from the Free Application for Federal Student Aid (FAFSA) system. The FAFSA form, which all students are required to complete to qualify for federal student aid, includes questions about dependent children. But it offers an incomplete picture: According to one recent report, 1.7 million high school graduates didn’t even file the FAFSA in the 2020-21 school year. Imagine how much more support might be possible with better data.

And this is just the tip of the iceberg when it comes to useful data—ideally, we should follow student parents throughout their college careers to understand what helps them be successful and what places obstacles in their path. Parenting students’ GPAs reflect academic achievement that is on par with their non-parenting peers, but very few graduate on time, and most stop in and out of college multiple times before earning their degrees. It’s important not just to count how many parenting students there are, but also to track their retention and graduation rates and other outcomes to ensure educational equity. Student mothers are disproportionately represented among diverse populations, and the data systems being developed in Oregon and Illinois will be capable of disaggregating and identifying groups that might need specialized support to stay in college and graduate. 

When student mothers succeed in college, it has a ripple effect. It instills in their children the value of education and puts their families and communities on a path to economic security. My mom, who passed away a few years ago but was a student parent herself, would remind me to mention that educating mothers is also critical to democracy and shaping an informed electorate. Ample research, including a recent study by my colleague and research partner Dr. Theresa Anderson, has found that children who witness their mothers attend college have better academic outcomes overall. But even though kids do better in school, they also have more behavioral and health challenges, in part because their mothers are stressed and time stretched, and need to be better supported. 

Counting student mothers (and all parenting students) and their children in higher education data helps college and university administrators acknowledge and see them, and in the long run can be a catalyst for programs and services to better support them. Let’s help them be seen, and succeed, by showing them they matter. 

Autumn Green, Ph.D., is a research scientist at the Wellesley Centers for Women studying higher education access for parenting students. Her Data-to-Action Campaign for Parenting Student Success aims to identify the most effective strategies for implementing data tracking and reporting systems that identify parenting students enrolled in college, as well as follow their educational outcomes like grades, retention, and graduation.