Development Of Minority Children Research Articles

“We Can’t Say This Won’t Happen to Me”: Parent-Child Communication About Anti-Latino Discrimination

In recent years, discrimination toward Hispanic/Latino Americans has escalated, threatening the health of Hispanic/Latino families and children. Previous research in African American families demonstrates the importance of parent–child communication in interrupting the pathway between childhood discrimination and poor health outcomes, but parent–child communication regarding discrimination has not been well-studied in Hispanic/Latino families. This study uses the minority child development model to explore how Hispanic/Latino parents discuss anti-Latino and anti-immigrant discrimination, bias, and unfair treatment with their children. In-depth interviews were performed with Hispanic/Latino immigrant parents ( N = 14) of 25 children ages 5–17 years. Interviews were analyzed using phenomenological thematic analysis. Seven major strategies utilized by Hispanic/Latino parents emerged: (1) champion success; (2) comfort and encourage; (3) advocate, appeal, and defend; (4) understand, ignore, and accept; (5) learn from it; (6) teach tolerance; and (7) prepare for bias. The development of resources to enhance parent skills in this area is discussed.

Documentation Status Socialization as an Ethnic-racial Socialization Dimension: Incorporating the Experience of Mixed-status Latinx Families

Ethnic-racial socialization (ERS) serves as a protective factor in the development of minority children. However, few studies have focused on mixed-status Latinx families to include the broad expression of their ethnic-racial socialization practices centering on their immigration experiences as they teach their children the risks and restrictions of having undocumented status. These parents adapt their ERS in accordance with their experiences of stress, fear, and discrimination, all of which shape the type and frequency of their socialization messages. Through documentation status socialization, Latinx parents forewarn their children of the inequities associated with their ethnic-racial group and undocumented status, including possible family separation. They also teach children about nativity differences and the attendant privilege of having documented status. This manuscript highlights insights to be gained by considering documentation status socialization as an ERS dimension within Latinx families. Learning about the specific ERS practices of such an understudied group is a social justice issue with important implications for understanding how these families might adapt and respond to their social context, especially amidst a political environment that engenders fear and isolation throughout their community. Including documentation status socialization in the ERS literature is a crucial step towards developing a deeper understanding of how the structural and social forces operating within the lives of undocumented immigrants impact normative family processes that ultimately exert an influence on their children’s development. A discussion on implications for practitioners and service providers working with this population is also included.

Contributions of the integrative model for the study of developmental competencies in minority children: What have we learned about adaptive culture?

The integrative model for the study of developmental competencies in minority children (García Coll et al., 1996) is considered by many to have signaled a landmark shift in conceptualizing the normative development of minority children. Since its publication, the model has been widely used in child development scholarship to challenge deficit perspectives of ethnic-racial minority children and families, which were-and arguably still are-pervasive. In this article, we provide a systematic qualitative review of the research pertaining to what García Coll and colleagues (1996) termed adaptive culture, which refers to "a social system defined by sets of goals, values, and attitudes that differs from the dominant culture" (p. 1896), and which on its own has been discussed in 93 studies. We conclude with a critical discussion of areas of inquiry informed by the integrative model and recommendations for future directions in theory and empirical work. (PsycINFO Database Record

Using attachment and relational perspectives to understand adaptation and resilience among immigrant and refugee youth.

Migration is a critical issue for child development in the 21st century. We expand on García Coll et al.'s (1996) integrative model of minority child development by drawing from principles of attachment theory and interpersonal relationships research to offer new insights into how youth manage and respond to migration experiences. Immigrant and refugee youth should experience better outcomes to the extent that they (a) maintain strong relationships with caregivers and peers who provide a sense of closeness, safety, and confidence during the process of adjusting to this life transition and (b) find ways to establish a sense of connection and belonging to the new people, places, communities, and social networks within which they now live. Strong bonds to people and connection to places (both familiar and new) can counter the social stratification consequences to minority youth development that are well articulated in García Coll et al.'s integrative model. The need for new and better strategies that promote the positive development of immigrant and refugee youth within their families, schools, workplaces, and communities is crucial, not only for individuals and families but for society as a whole. (PsycINFO Database Record

Education and developmental competencies of ethnic minority children: Recent theoretical and methodological advances

In 1996, Garcia Coll and colleagues published a theoretical article detailing the many ways an integrative approach to studying minority child development is necessary. Advances in theory and methods since have pushed forward our thinking about how minority youth develop and achieve educational success in school contexts. This paper reviews research and theory since the 1996 article on ethnic minority children and adolescents in the US school system, attending to how empirical evidence and methods have supported the integrative model. Ethnic minority children’s competencies are emphasized. We also highlight areas of growth needed in this research subfield, as well as specific ideas for using mixed-methodologies in the study of ethnic minority children. Particular attention is paid to the unique developmental competencies ethnic and racial minority youth must develop in order to be successful in the US school system, and implications for policy and practice are discussed.

Cultural socialization and school readiness of African American and Latino preschoolers.

Cultural socialization practices are common among ethnic minority parents and important for ethnic minority child development. However, little research has examined these practices among parents of very young children. In this study, we report on cultural socialization practices among a sample of parents of low income, African American (n = 179) and Latino (n = 220) preschool-age children in relation to children's school readiness. Cultural socialization was assessed when children were 2.5 years old, and child outcomes assessed 1 year later included pre-academic skills, receptive language, and child behavior. Children who experienced more frequent cultural socialization displayed greater pre-academic skills, better receptive language, and fewer behavior problems. This association did not differ by child gender or ethnicity. The implications of these findings for the development of parent interventions to support school readiness are discussed.

Research on Reflection-Action Philosophy-Based Development of Minority Children in Early Reading Ability —Practical Research Based on a Nu Ethnic Population Village

Based on the individual case of a Nu Ethnicity Village in Yunnan Province of China, this paper used the philosophy and methods of Reflection-Action to unfold a practical research meant to promote the development of early reading ability of Nu Ethnicity’s children. This paper consists of three major sections: the first section is about the researchers gaining knowledge about the level of Nu Ethnicity’s children’s early reading ability through questionnaire survey; in the second section, using the philosophy of Reflection-Action, the researchers unfolded a two-year-long practice of promoting the early reading ability of the Nu Ethnicity’s children in Laomudeng Village; finally, based on the practical research, this paper concluded some experience that is worth spreading and taking reference from.

Positive Development of Minority Children: Introduction to the Special Issue

AbstractThis special issue highlights research that responded to the Society for Research on Child Development's Ethics and Racial Issues Committee's call for articles on the positive development of minority children. The call was motivated by committee's goal of promoting developmental research on ethnic minority children and adolescents. The articles in this issue report on cutting‐edge research that uses dynamic, integrative bioecological, and cultural models to examine the positive development of ethnic minority children. Collectively, they indicate new directions at conceptual, methodological, and empirical levels that can guide further research on the strengths of minority families.

The Effects of University Affirmative Action Policies on the Human Capital Development of Minority Children: Do Expectations Matter?

Research shows that minority children enter the labor market with lower levels of acquired skill than do white children. This paper attempts to analyze one possible cause: the impact of a perceived lack of future opportunities on the human capital development of minority children. I take advantage of changes in affirmative action laws in California and Texas as a natural experiment and employ both difference-in-difference-in-difference and fixed effects methodologies to test for changes in achievement test scores among minority children. The results show a significant negative impact among black children of all ages in the affected states.

An Integrative Model for the Study of Developmental Competencies in Minority Children

In this article a conceptual model for the study of child development in minority populations in the United States is proposed. In support of the proposed model, this article includes (a) a delineation and critical analysis of mainstream theoretical frameworks in relation to their attention and applicability to the understanding of developmental processes in children of color and of issues at the intersection of social class, culture, ethnicity, and race, and (b) a description and evaluation of the conceptual frameworks that have guided the extant literature on minority children and families. Based on the above considerations, an integrative conceptual model of child development is presented, anchored within social stratification theory, emphasizing the importance of racism, prejudice, discrimination, oppression, and segregation on the development of minority children and families.

Review of Cross-Cultural Roots of Minority Child Development.

Review of Cross-Cultural Roots of Minority Child Development.

Diversity and development of Asian Americans: Research gaps in minority child development

Diversity and development of Asian Americans: Research gaps in minority child development

International Roots of Minority Child Development Introduction to the Special Issue

International Roots of Minority Child Development Introduction to the Special Issue