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

Abstract

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.

A violence-prevention and evaluation project with ethnically diverse populations

“…2 Racial categories are cultural constructs based on the belief that identities are inherited and passed on from generation to generation. 5 Race has been defined in terms of physical characteristics, such as skin color, facial features, and hair type, which are common to an inbred, geographically isolated population. In the United States, race is often used interchangeably with culture or nationality.…”

“…3,6 Ethnicity is a socially acquired characteristic based on cultural distinctiveness derived from national origin, language, or religion. 5 One's "ethnic identity is defined as one's sense of belonging to an ethnic group and the perceptions and feelings that one has due to ethnic group membership." 7 Ethnic identity may change because of acculturation and cross-ethnic contacts, such as the media or personal relationships.…”

“…This ethnocentric perspective usually explained differences across ethnic groups as genetic or inferior aspects of the non-Caucasian culture. 5,12 On the other hand, anthropologists have suggested that researchers develop measures that are culturally sensitive, by using the "emic" perspective, which attempts to understand a phenomenon from the "natives'" point of view. 4 This approach accounts for the values and traditions of different ethnic groups.…”

“…For example, studies of children's risk of violent behavior or exposure to violence could include children's individual characteristics (e.g., temperament and biological differences), different contexts (e.g., schools, neighborhoods, and health systems), and family characteristics (e.g., ethnicity, structure, roles, values, and goals). 5 Research also needs to combine both qualitative and quantitative methods to enrich our understanding of processes, 13 in addition to outcomes. In fact, it may be valuable to conduct exploratory research to understand processes through which ethnicity or cultural values affect the developmental course.…”

“…2 Research studies should include multiple measures and multiple methods of assessment. 5,8 This paper highlights some of the issues that arose while designing and evaluating a violence-prevention project for preschool-aged children. The challenges and experiences of the Safe Start program may be familiar to some and novel to others.…”