K Ruiz
Biographic Data
| ID | 70585 |
|---|---|
| NAME | K Ruiz |
| GIVEN NAMES | K |
| FAMILY NAME | Ruiz |
| SIGNATURE | RUIZ K |
| AFFILIATIONS | University of California, Santa Cruz |
| ORCID | 0000-0002-4753-6289 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Children's social–emotional learning as emotional labor: Recognizing children's contributions
In the United States, the dominant contemporary understanding of childhood is one that is cultivated through children's role as dependents, served by adults who are their providers. This framework obscures how children contribute to society through their learning and practice. This paper proposes a reconsideration of children's learning to advance the theoretical conceptualization of emotional labor so that children's contributions can be recogni…
Kids count: Children's contributions in Latino mixed-status family labor dynamics
This paper analyzes mixed-status family work dynamics and identifies children's work contributions. Most studies on work in mixed-status families in the United States leave out women's contributions and ignore children's contributions. This paper focuses on children's contributions and the tasks they do to lighten mixed-status families' overall workload. Results show children are aware of family's work and how they redistribute and collaborate fo…
(Re)Constructing Expertise on Resistance: What We Can Learn from Youth Mobilizing against Social Inequality
Historically, critical dialogue has excluded low-income communities of color and youth voices, and today academic spaces remain geographically, structurally, and intellectually inaccessible to non-academic members of our communities. Omitting the voices of young people in academic spaces reifies the assumption that expertise on resistance is legitimate only when it is taken up by credentialed actors working within educational institutions. In thi…
No prominent works on this page.
(Re)Constructing Expertise on Resistance: What We Can Learn from Youth Mobilizing against Social Inequality
Historically, critical dialogue has excluded low-income communities of color and youth voices, and today academic spaces remain geographically, structurally, and intellectually inaccessible to non-academic members of our communities. Omitting the voices of young people in academic spaces reifies the assumption that expertise on resistance is legitimate only when it is taken up by credentialed actors working within educational institutions. In thi…
Children's social–emotional learning as emotional labor: Recognizing children's contributions
In the United States, the dominant contemporary understanding of childhood is one that is cultivated through children's role as dependents, served by adults who are their providers. This framework obscures how children contribute to society through their learning and practice. This paper proposes a reconsideration of children's learning to advance the theoretical conceptualization of emotional labor so that children's contributions can be recogni…
Kids count: Children's contributions in Latino mixed-status family labor dynamics
This paper analyzes mixed-status family work dynamics and identifies children's work contributions. Most studies on work in mixed-status families in the United States leave out women's contributions and ignore children's contributions. This paper focuses on children's contributions and the tasks they do to lighten mixed-status families' overall workload. Results show children are aware of family's work and how they redistribute and collaborate fo…
Developmental psychology (2 works) · Political science (2 works) · Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Anthropology (1 works) · Children's Rights and Participation (1 works) · Citizen journalism (1 works) · Conceptualization (1 works) · Demographic economics (1 works)