The two worlds of school: Differences in the photographs of black and white adolescents

A Preliminary Study of the Self-Directed Photography of Middle-Class, Homeless, and Mobility-Impaired Children∗

“…He found that the lower-class groups took more photographs of themselves and their friends (in activities such as sports, fighting, drinking), whereas the middle-class children focused upon scenes of nature, animals, and inanimate objects. In another study, Damico (1985) discovered that African-American children were more likely than European-Americans to take social-oriented photographs. Related experimental work by developmental psychologists such as Shade (1982) suggests that the socialization experiences of African-Americans causes them to focus on people stimuli rather than objects because this affords an advantage in the types of social and interpersonal situations that they are likely to encounter.…”

“…Tests such as these tend not to represent the active engagement of children with their environments. The current study follows Chalfen (1974) and Damico (1985) in that it enables children to create images of themselves in their own environments. Before turning to the contexts of the children in the current study, we provide a brief theoretical basis for using self-directed photography as a research tool.…”

Using volunteer-employed photography to inform tourism planning decisions: A study of St David's Peninsula, Wales

“…An issue that everybody raised, however, was that of staff time, as VEP was considered time-consuming. This limitation has already been identified in the literature (Damico, 1985;Haywood, 1990;Kaplan et al, 2007). The interviewees also argued that representative sampling should be ensured if the study was to assist planning, as this would support generalisation of the findings.…”

Teaching in the Margins

“…Thus, photographs become precise records that illustrate reality in unique ways. A number of researchers have realized the usefulness of photographs taken by students in order to capture student participants' perspectives (see, for example, Damico 1985;Weade and Ernst 1990;Ziller and Lewis 1981). More recently studies have used photography to gather information about home life in order to develop a family literacy program (Spielman 2001), assist nonnative students to understand their histories (Urdanivia-English 2001), and help adult English-as-a-second-language (ESL) students document their lives as a way of facilitating communication and developing connections with others ( Gallo 2001).…”

“…Limiting the number of photographic exposures to 12 was based on our experience of having participants plan carefully what to include and what to leave out. In addition, selecting 12 photographs is based on the traditional packaging of film and on previous studies that asked participants to use 12 exposures (e.g., Damico 1985;Weade and Ernst 1990).…”