"This sixth edition of The Sociology of Childhood, like the first five editions (published in 1997, 2005, 2011, 2015, and 2018), is about children and childhood from a sociological perspective. A major change in this edition is Judson Everitt joins William Corsaro as second author. This edition, like earlier ones, brings together many of Corsaro's ideas and experiences gained from his research and teaching in this area over the past 50 years. Everitt brings special expertise in the sociology of educationalong with the social problems of children and youth. Sociology has now established a tradition for studying children and childhood; although still understudied, these are no longer relegated to the margins of the field. There are now, in addition to theSociology of Childhood, other basic texts in sociology on children and childhood, and a growing number of courses on the sociology of childhood are now offered at colleges and universities. Important theoretical and empirical work has been done by many scholars who advocate the conceptual autonomy of children and childhood (Alanen, 2009; Alanen et al., 2015; Boocock & Scott, 2005; Bragg & Kehily, 2013; Corsaro, 2003; Gabriel, 2017; James et al., 1998; Lee, 2001; Leonard, 2015; Mayall, 2002; McNamee, 2016; Prout, 2005; Qvortrup, 2009; Thorne, 1987; Wells, 2021; Wyness, 2018). Their work focuses on children as the basic units and categories of study. Children and childhood become the center of analysis; they are no longer linked to other categories, such as families or schools, upon which they are supposedly dependent (Qvortrup, 1994a; 2009). In addition, we have seen substantial growth in membership in the research section of Sociology of Children and Youth in the American Sociological Association and in the thematic group on Sociology of Childhood in the International Sociological Association"--
The Sixth Edition of William A. Corsaro and Judson G. Everitt's groundbreaking text discusses children and childhood from a sociological perspectiveproviding in-depth coverage of social theories of childhood, the peer cultures and social issues of children and youth, and children and childhood within the frameworks of culture and history.
PART ONE: THE SOCIOLOGICAL STUDY OF CHILDHOOD
1. Social Theories of Childhood
Sociologys Rediscovery of Childhood
Traditional Theories: Socialization
Interpretive Reproduction: Children Collectively Participate in Society
Language and Cultural Routines
From Individual Progression to Collective Reproductions
2. The Structure of Childhood and Childrens Interpretive Reproductions
Assumptions of the Structural Perspective
Childhood, Childrens Activities, and Interpretive Reproduction in Peer
Culture
3. Studying Children and Childhood
Macrolevel Methods
Microlevel Methods
Nontraditional Methods in Studying Children
Ethical Issues in Researching Childrens Lives
PART TWO: CHILDREN, CHILDHOOD, AND FAMILIES IN HISTORICAL AND CULTURAL
CONTEXT
4. Historical Views of Childhood and Children
Philippe Aričss Centuries of Childhood
The Debate Regarding Grand-Stage Theories of the Family and Childhood
The New History of Childhood
5. Social Change, Families, and Children
Examining Changes in Families From the Childrens Perspective
Childrens Everyday Lives in Families
The Effects of Recent Socioeconomic Changes on Families, Children, and
Childhood in Western Societies
The Effects of Recent Socioeconomic Changes on Children and Childhood in
Developing Societies
PART THREE: CHILDRENS CULTURES
6. Childrens Peer Cultures and Interpretive Reproduction
Examining Peer Culture From Childrens Perspective
Central Importance of Peer Culture in Interpretive Reproduction
Symbolic Aspects of Childrens Cultures
Material Aspects of Childrens Cultures
Children, Parents, and Consumer Culture
7. Sharing and Control in Initial Peer Cultures
Central Themes in Childrens Initial Peer Cultures
Friendship, Sharing, and Social Participation
Autonomy and Control in Peer Culture
8. Conflict and Differentiation in the Initial Peer Culture
Conflict and Peer Relations
Social Differentiation in Initial Peer Cultures
9. Preadolescent Peer Cultures
Peer Cultures in Preadolescence
Friendship Processes in Preadolescent Peer Cultures
Autonomy and Identity in Preadolescent Peer Cultures
Disputes, Conflict, Friendships, and Gender
Generation M: Electronic Media in the Lives of Preadolescents and
Adolescents
Effects and Process of Media Use in the Lives of Preadolescents and
Adolescents
PART FOUR: CHILDREN, SOCIAL PROBLEMS, AND THE FUTURE OF CHILDHOOD
10. Children, Social Problems, and the Family
Changing Family Structures and Childrens Lives
Work, Families, and Childhood
Divorce and Its Effects on Children
11. Children, Social Problems, and Society
Poverty and the Quality of Childrens Lives
Teen Pregnancy and Nonmarital Births
Violence, Victimization, and the Loss of Childhood
The Profound and Inspiring Resilience of Children and Youth in Highly
Challenging Life Circumstances
12. The Future of Childhood
The Major Challenges
Some More Modest Proposals to Enrich Childrens Lives
Conclusion
William A. Corsaro was Robert H. Shaffer Class of 1967 Endowed Chair and is now
Professor Emeritus in the Department of Sociology at Indiana University, Bloomington,
where he won the Presidents Award for Distinguished Teaching in 1988. He was the first
recipient of the Distinguished Career Award for the Section on Children and Youth of
the American Sociological Association in 2013. He taught courses on the sociology of
childhood, childhood in contemporary society, and ethnographic research methods.
His primary research interests are the sociology of childhood, childrens peer cultures,
the sociology of education, and ethnographic research methods. Corsaro is the author of
Friendship and Peer Culture in the Early Years (1985), author of Were Friends, Right? Inside
Kids Culture (2003), and coauthor with Luisa Molinari of I Compagni: Understanding
Childrens Transition From Preschool to Elementary School (2005). He is the coeditor
with Jens Qvortrup and Michael-Sebastian Honig (2009) of The Palgrave Handbook of
Childhood Studies. Corsaro was a Fulbright Senior Research Fellow in Bologna, Italy, in
1983-1984 and a Fulbright Senior Specialist Fellow in Trondheim, Norway, in 2003.
He received an honorary doctorate from Uppsala University, Sweden, in 2016 and was
recipient of the Cooley-Mead Award from the Social Psychology Section of the American
Sociological Association in 2019.
Judson G. Everitt is an Associate Professor in the Department of Sociology at Loyola
University Chicago. He has served on the faculty at Loyola since 2009. Dr. Everitt
earned his Ph.D. in sociology at Indiana University with a doctoral minor in Educational
Leadership and Policy Studies. His research examines the interconnections among organizations,
culture, and socialization with a particular focus on the professions. His prior work
examines teachers professional socialization in his book, Lesson Plans: The Institutional
Demands of Becoming a Teacher (2018), and he recently coauthored an updated edition
of The Sociology of Education with Jeanne Ballantine and Jenny Stuber (2022). His most
recent work examines how medical students interpret and respond to institutional pressures
in health care through the student cultures they form in medical school.
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