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An Integrative Model for the Study of Developmental Competencies in Minority Children
Author(s) -
Coll Cynthia García,
Crnic Keith,
Lamberty Gontran,
Wasik Barbara Hanna,
Jenkins Renee,
García Heidie Vázquez,
McAdoo Harriet Pipes
Publication year - 1996
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1996.tb01834.x
Subject(s) - psychology , prejudice (legal term) , racism , mainstream , developmental psychology , ethnic group , race (biology) , conceptual framework , child development , extant taxon , oppression , social psychology , sociology , gender studies , politics , social science , philosophy , theology , evolutionary biology , anthropology , political science , law , biology
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.