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In the fifty years since the Laboratory for Human Development at Harvard was founded in 1949, the social sciences have transformed the way we humans now understand ourselves. Feminism and multiculturalism destroyed the idea that the workings of white males' minds could define what it is to be human. Technology radically altered, among other things, the way we transmit and consume information. And modern cognitive scientists proved what was previously considered an impossibility: that we can rigorously and scientifically study what goes on inside people's heads. And in all these areas, HGSE's Human Development and Psychology (HDP) area—an outgrowth of the 1949 laboratory—has distinguished itself as a leader.
Today we're on the verge of changes at least as revolutionary as those
of the past 50 years. Invoking HDP's track record for seeing what's ahead,
we've challenged several distinguished
faculty and alumni of HDP to look into the future. We asked them: "What
are the key issues and questions just around the corner in your fields?
What are the big dangers, the big promises?" This response was written by Geoffrey Canada, Ed.M.'75, L.H.D.'01 (Hon.). Canada was the first recipient of the Heinz award in the Human Condition in 1994 for his work as president and CEO of the Rheedlen Centers for Children and Families in New York City. He is author of Fist, Stick, Knife, Gun and Reaching Up for Manhood. I work with children and families; I am not a researcher by profession. But I turn to research to help diagnose problems and search for solutions. Two problems are at the center of my attention: the plight of boys in our society and the power and pitfalls of mentoring. I am concerned that there is a false sense of security about how our boys are faring. In recent years, as we have acknowledged that our girls are in trouble and have mobilized to help them, we have assumed that boys, on average, experience fewer gender-specific stresses. This is wrong. More than 1,300,000 arrests of boys under the age of 18 were made in 1995. At least one of every four males in America has an arrest record. The problems facing black boys are even more debilitating. As a percentage of boys in America, they are killed more often by violence; they are arrested more frequently; they are dropping out of school, not going to college. If we are going to save the next generation of young boys, I believe they need to be connected to men so that they see examples of possible futures. At the same time, we have to be careful that we do not go charging into children's lives without being properly prepared. Researchers should focus on this question, which touches on class and culture and race. Mentoring can make the difference between a children succeeding or failing. But I have known so many people who want to do good but are not well prepared to work with those they want to help. It takes more than love and good intentions—concrete skills are ncessary. We need to know about child development, cultural differences, the difficulties families face raising children in poverty. Research and training programs shaped by research can help create a generation of mentors who can make a real difference in the lives of children. About the Article
HGSE News, Harvard Graduate School of Education
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