This article analyses data from a longitudinal, ethnographic study conducted in the United States to examine how 100 mothers of children with genetic disorders used the Internet to interpret, produce, and circulate genetic knowledge pertaining to their child's condition. We describe how they came to value their own experiential knowledge, helped shift the boundaries of what counts as authoritative knowledge, and assumed the role of genetic citizen, fighting for specific rights while shouldering and contesting concomitant duties and obligations. This exploration of e-health use contributes to our understanding of the social practices and power relations that cut across online and off-line worlds to co-produce genetic knowledge and genetic citizenship in multiple contexts.

The explosion of new knowledge and technologies stimulated by the Human Genome Project has ushered in the "genomic age," where genetic components of diseases and disorders, their links, and processes are increasingly being revealed and understood at the molecular level. The genomic age coupled with the Internet, which offers quick access and circulation of information as well as numerous sites in which "knowledge" can be recreated or disputed, is changing the contexts and experiences of early childhood disability. This article examines this transformation using data from an ethnographic, longitudinal study of parents of young children with suspected or known genetic disorders. Here we describe how genetic information and the Internet affect parents' search for and understandings of genetic diagnoses, and how these 2 cultural forces may be changing medical, early intervention, and special education practices.

Improvement in oral health for persons with bleeding disorders requires appropriate education for providers, patients and families. Additionally, both public and private health funding must be re-evaluated as it relates to people with bleeding disorders.

This article addresses how preadolescents produce and perform race through an ethnographic study of 8‐ to 11‐year‐old students in four fourth grade classrooms in the southeastern United States. Although Asian, Latino, and white students tended to avoid explicit talk of race, many white students constructed black students as disruptive “troublemakers.” Black students were more likely to openly discuss race and racism and used race talk to silence or isolate certain students. [race, identity, media, elementary school, multicultural education]

Coordinating care among health care providers in a patient with Trisomy 21 and NF1 is essential for a reliable and predictable outcome. However, as neurofibromas are often known to recur, the treatment risks and advantages should be reviewed prior to surgical intervention.