The relationships between children and their parents are the building blocks for f- ily relationships throughout life. The nature of the parent-child relationship begins with parenting-the practices and strategies that parents engage in as they raise their children. Parenting during childhood sets the stage for parent-adolescent relati- ships. These relationships make a critical difference during the teenage years: we know that when parent-adolescent relationships are healthy and strong, adolescents are more likely to have high aspirations and achievement, and to make healthier choices when it comes to risk-taking. Most of the research in this ?eld has been based in the United States and has been conducted through studies of European American families. Yet a growing body of research suggests important ethnic differences in styles of parenting and the qua- ties characterizing the parent-adolescent relationship. In this area of research, most existing studies have examined ethnic and cultural group differences using widely accepted measures and concepts of parenting. Comparative studies assume that dimensions of parenting such as parental warmth or control have the same meaning across cultures; however, given that conceptualizations of adolescent-parent re- tionships have been developed and tested on samples comprised largely of European Americans, we cannot rule out the possibility that the way we understand parenting has been shaped by the predominantly Western- and U. S. -focused research in this ?eld.

COMMUNITY LITERACY JOURNAL 8.1 (Fall, 2013) Special Issue: YOUTH, SEXUALITY, HEALTH, AND RIGHTS, Guest Edited by Adela C. Licona and Stephen T. Russell The journal understands "community literacy" as the domain for literacy work that exists outside of mainstream educational and work institutions. It can be found in programs devoted to adult education, early childhood education, reading initiatives, lifelong learning, workplace literacy, or work with marginalized populations, but it can also be found in more informal, ad hoc projects. For COMMUNITY LITERACY JOURNAL, literacy is defined as the realm where attention is paid not just to content or to knowledge but to the symbolic means by which it is represented and used. Thus, literacy makes reference not just to letters and to text but to other multimodal and technological representations as well. We publish work that contributes to the field's emerging methodologies and research agendas. CONTENTS: ARTICLES: "Transdisciplinary and Community Literacies: Shifting Discourses and Practices through New Paradigms of Public Scholarship and Action-Oriented Research" by Adela C. Licona and Stephen T. Russell "Education/Connection/Action: Community Literacies and Shared Knowledges as Creative Productions for Social Justice" by Adela C. Licona and J. Sarah Gonzales "Empower Latino Youth (ELAYO): Leveraging Youth Voice to Inform the Public Debate on Pregnancy, Parenting and Education" by Elodia Villasenor, Miguel Alcala, Ena Suseth Valladares, Miguel A. Torres, Vanessa Mercado, and Cynthia A. Gomez "Addressing Economic Devastation and Built Environment Degradation to Prevent Violence: A Photovoice Project of Detroit Youth Passages" by Louis F. Graham, Armando Matiz Reyes, William Lopez, Alana Gracey, Rachel C. Snow, Mark B. Padilla "Paying to Listen: Notes from a Survey of Sexual Commerce" by Rachel C. Snow, Angela Williams, Curtis Collins, Jessica Moorman, Tomas Rangel, Audrey Barick, Crystal Clay, and Armando Matiz Reyes "Moving Past Assumptions: Recognizing Parents as Allies in Promoting the Sexual Literacies of Adolescents through a University-Community Collaboration" by Stacey S. Horn, Christina R. Peter, Timothy B. Tasker, and Shannon Sullivan POETRY: "Public Speaking" by Niki Herd "Man" by Zack Taylor "Boom" by Sammy Dominguez and Zach Taylor ZINE: "Project Connect Zine" BOOK AND NEW MEDIA REVIEWS: Slam School: Learning Through Conflict in the Hip-Hop and Spoken Word Classroom, reviewed by Amanda Fields "Valuing Youth Voices and Differences through Community Literacy Projects" Review of Detroit Future Youth Curriculum Mixtape and Freeing Ourselves: A Guide to Health and Self-Love for Brown Bois, reviewed by Londie T. Martin Respect Yourself, Protect Yourself: Latina Girls and Sexual Identity, reviewed by Lorena Garcia

There has been dramatic social change with respect to lesbian, gay, bisexual, and transgender (LGBT) rights around the world in the last decade. Yet legal protection and inclusion remain limited for LGBT youth. The context of schooling is especially important-schools remain the primary societal institution to which most youth have access and in which nearly all youth spend some significant portion of their lives. LGBT youth are at risk for some of the greatest difficulties experienced by adolescents, and many of those problems have been traced directly to negative school experiences. Research shows that anti-LGBT school victimization results in poor academic performance and negative school attitudes, mental health, and risk behaviors. New studies have identified characteristics of schools that are associated with inclusion and safety for LGBT students, including practices and policies that are associated with positive school climate and student wellbeing. Sexual Orientation, Gender Identity, and Schooling brings together contributions from a diverse group of researchers, policy analysts, and education advocates from around the world to synthesize the practice and policy implications of research on sexual orientation, gender identity, and schooling. The book is interdisciplinary, as studies of LGBT students and schooling have emerged across disciplines including education, clinical, school, and developmental psychology; sociology; and public health. Included are syntheses of key areas of research; examples of new international models for educational practice; case studies of transformational policy and practice; and specific examples of the nexus of research, practice, and policy. The fundamental goal of this book is to advance social justice related to sexual orientation and gender identity through strengthening the relationship between research, practice, and policy to support LGBT students and schools. It will be of interest to school, developmental, and clinical psychologists, educators and school administrators, and LGBT scholars.