This paper addresses the relationship between identity and learning and how their integration in adolescence is an important part of short- and long-term developmental dynamics. We discuss how social practice theories can be expanded from a position termed "transformative activist stance" that puts emphasis on collaborative practice aimed at…

In this article, we theorize the relation between race and schooling and consider the implications for learning. While the body of research on culture and learning has come to define learning as an inherently cultural and social process, scholars have few theoretical tools to help us think about the role of race and racism in relation to students'…

We present a theoretical framework that views learning as a process involving content learning (CL) "and" identity construction (IC). We view identities as lenses through which people make sense of, and position themselves, through stories and actions, and as lenses for understanding how they are positioned by others. As people become more (or…

The present paper advances theoretical propositions regarding the relationship between acculturation and identity. The most central thesis argued is that acculturation represents changes in cultural identity and that personal identity has the potential to "anchor" immigrant people during their transition to a new society. The article emphasizes…

This paper reviews literature on conceptualizations of empathy, examining (1) whether empathetic response is an understanding or sharing of affect; (2) whether empathetic response is a response to an object, another's affect, and/or circumstance; (3) which mechanisms explain empathy; and (4) whether various definitions of empathy require…

Theoretical and research literature on the role of fathers in childhood development is reviewed. It is suggested that fathers may play an important but qualitatively different role in socialization than mothers and various research designs are suggested to test this hypothesis. (GO)

Presents a theoretical perspective for the psychological study of moral development which does not rely on the notion that different types of moral view have different logical structures and which provides a framework for specific predictions about moral content and moral reasoning, motivation, and behavior. (Author/RH)