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

1996 ◽  
Vol 67 (5) ◽  
pp. 1891 ◽  
Author(s):  
Cynthia Garcia Coll ◽  
Gontran Lamberty ◽  
Renee Jenkins ◽  
Harriet Pipes McAdoo ◽  
Keith Crnic ◽  
...  
Keyword(s):  
Integrative Model ◽  
Minority Children

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

2018 ◽  
Vol 73 (6) ◽  
pp. 713-726 ◽  
Author(s):  
Norma J. Perez-Brena ◽  
Deborah Rivas-Drake ◽  
Russell B. Toomey ◽  
Adriana J. Umaña-Taylor
Keyword(s):  
Integrative Model ◽  
Minority Children ◽  
Adaptive Culture

Attending to the Adversity of Racism Against Young Black Children

2021 ◽  
pp. 237273222110293
Author(s):  
Iheoma U. Iruka ◽  
Tonia R. Durden ◽  
Nicole Gardner-Neblett ◽  
Nneka Ibekwe-Okafor ◽  
Amber Sansbury ◽  
...  
Keyword(s):  
Critical Race Theory ◽  
White Supremacy ◽  
Well Being ◽  
Black Children ◽  
Integrative Model ◽  
Science Literature ◽  
Racial Equity ◽  
Race Theory ◽  
Minority Children ◽  
Urgent Action

The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of black children, their families, and their communities. Using the Integrative Model for the Study of Developmental Competencies for Minority Children and Critical Race Theory frameworks, this article elucidates how racial disparities in every opportunity and outcome connected to black children and their ecosystem are due to white supremacy and anti-black racism. We call for urgent action focused on preservation, protection, and promotion to address white supremacy and combat anti-black racism through racial equity and culturally grounded science and policymaking.

scholarly journals Invisibility of Racial/Ethnic Minorities in Developmental Science: Implications for Research and Institutional Practices

2017 ◽  
Author(s):  
Moin Syed ◽  
Carlos E Santos ◽  
Hyung Chol Yoo ◽  
Linda P. Juang
Keyword(s):  
Ethnic Minority ◽  
Developmental Psychology ◽  
Integrative Model ◽  
Minority Children ◽  
Institutional Practices ◽  
Developmental Science ◽  
Ethnic Minority Children ◽  
Social And Cultural Factors ◽  
Racial Ethnic ◽  
Do So

García Coll and colleagues’ (1996) integrative model was a landmark paper for developmental science, and psychology more broadly, in outlining the multitude of social and cultural factors at play when seeking to understand the development of racial/ethnic minority children. The time is ripe to not only take stock of those advances, but also to evaluate the integrative model in the context of present-day research practice within developmental psychology, and psychology more broadly. The purpose of this article is to bring a systemic perspective to developmental science through a discussion of current practices in the field. To do so, we examine invisibility, or how dominant practices serve to overlook, silence, or dismiss knowledge produced by and for racial/ethnic minority populations. Guided by the interpretive framework of intersectionality (Crenshaw, 1991) we discuss three key questions: From whose vantage point is research conducted? What types of questions are valued? And who gets left out? We then conclude with recommendations for changes in practices for individuals, institutions, and the field at large. Importantly, whereas our analysis is largely grounded in research and practices in developmental psychology, it is also highly relevant to psychological science as a whole.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Treating Obesity in Low-Income Minority Children: Familial Self-Monitoring

2006 ◽  
Author(s):  
Julie N. Germann ◽  
Daniel S. Kirschenbaum ◽  
Barry H. Rich
Keyword(s):  
Low Income ◽  
Minority Children ◽  
Self Monitoring
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