Generational Equity, Generational Interdependence, and the Framing of the Debate Over Social Security Reform

This article analyzes the differences between the generational equity and generational interdependence conceptual packages used to frame arguments in the debate over policies such as Social Security reform. It begins with a history of the generational equity debate. This is followed by an analysis of the assumptions, values, and beliefs that inform each of these two ideological frames. It presents an analysis of why the generational equity frame has dominated the debate and highlights some of the limitations of this perspective

Racial Identity and the Development of Body Image Issues among African American Adolescent Girls

As readers, children with dyslexia are vulnerable to becoming academically, socially, and emotionally detached from education. Traditional educational practices tend to use quantitative measures to diagnose children to better serve their needs and researchers, who study students with special needs often focus on a deficit model that quantify just how far a child is from the norm. This practice, while full of good intentions, often creates emotional scars and feelings of inferiority in a child. This reductionist view of a disability is most likely different from the lived experience of the person with the disability. To get a complete picture, we must use qualitative methods to reveal children’s words, their interactions, and the entire context within which their disability is nested. In this study, I use qualitative methods to unpack the educational experiences of a group of students with dyslexia. Data were gathered from four sources: interviews with students and teachers, field notes, and journal entries. The words of the participants are presented to convey the emotional impact that a reading disability brings and to remind educators and researchers that quantitative methods do not always provide a complete picture of a child’s experience in school