An integrative model for the study of developmental competencies in minority children
An integrative model for the study of developmental competencies in minority children
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DOI：
10.2307/1131600
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发表时间：
1996-10-01
影响因子：
4.6
通讯作者：
Garcia, HV
中科院分区：
文献类型：
--
作者：
Coll, CG;Lamberty, G;Garcia, HV
本文提出了一个研究美国少数族裔儿童发展的概念模型。为了支持所提出的模型，本文包括（a）对主流理论框架的描述和批判性分析，以及它们对理解有色人种儿童的发展过程以及社会阶级、文化、民族和种族交叉问题的关注和适用性的关注和适用性，以及（b）对指导少数民族儿童和家庭的现有文献的概念框架的描述和评估。基于上述考虑，提出了一个以社会分层理论为基础的儿童发展综合概念模型，强调种族主义、偏见、歧视、压迫和隔离对少数群体儿童和家庭发展的重要性。
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.