Biography

Martin D. Ruck is Professor of Psychology and Urban Education at the Graduate Center of the City University of New York. His research examines the overall process of cognitive socialization—at the intersection of race, ethnicity and class—in terms of children and adolescents’ thinking about human rights, equity, and social justice. Much of his research has addressed how children and adolescents view their protection and participation rights across various settings. His work has appeared in journals such as Applied Developmental Science, Child Development, Group Processes and Intergroup Relations, International Journal of Children’s Rights, Journal of Adolescence, Journal of Applied Social Psychology, Journal of Early Adolescence, Journal of Educational Psychology, Journal of Research on Adolescence, Journal of Social Issues, and Journal of Youth and Adolescence. He is currently a member of the editorial boards for Human Development and the Journal of Social Issues and is an Associate Editor for Developmental Psychology. He is co-editor with Stacey S. Horn and Lynn S. Liben of the 2-volume set Equity and Justice in Development Science (2016) published by Elsevier in Advances in Child Development and Behavior. With Michele Peterson-Badali and Michael Freeman he is co-editor of the Handbook of Children’s Rights: Global and Multidisciplinary Perspective (2016) published by Taylor & Francis. Currently, Dr. Ruck serves as the inaugural Senior Advisor for Diversity and Inclusion to the President of the Graduate Center, CUNY.

3-051 - Equity and Justice and the United Nations Convention on the Rights of the Child: Implications for Developmental Science and Society

Session Type: Invited Address

Integrative Statement

Almost thirty years ago, the United Nations Convention on the Rights of the Child was adopted by the United Nations General Assembly (CRC, 1989). As the most widely endorsed human rights treaty in history, ratified by every member country of the United Nations, except the U.S., it has and continues to improve the lives of millions of children worldwide. The CRC attempts to achieve a balance between children’s protection and participation rights as reflected in the concept the evolving capacities of the child. While the CRC defines children as individuals under 18 years of age too often attention is only paid to improving the life circumstances of children in the first decade of life. In this talk, I review relevant issues with respect to the rights of adolescents under the CRC and how its principles and articles provide a useful framework for developmental scientists and others interested in promoting human rights and freedoms in the lives of children and youth. I also consider U.S. reluctance to ratify the CRC. Finally, I address whether developmental science has an ethical responsibility to advance understanding of, as well as advocate for, equity, social justice and human rights for all children and youth.

Sub Unit

• Invited Program on Global Change & Child Development

Chair

• Dawn England, Arizona State University

Speaker

• Martin D. Ruck, The Graduate Center CUNY