Cross-Cultural Roots of Minority Child Development  book cover
1st Edition

Cross-Cultural Roots of Minority Child Development

ISBN 9781848724815
Published December 9, 2014 by Psychology Press
426 Pages

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Book Description

Cross-Cultural Roots of Minority Child Development was the first volume to analyze minority child development by comparing minority children to children in their ancestral countries, rather than to children in the host culture. It was a ground-breaking volume that not only offered an historical reconstruction of the cross-cultural roots of minority child development, but a new cultural-historical approach to developmental psychology as well. It was also one of the best attempts to develop guidelines for building models of development that are multicultural in perspective, thus challenging scholars across the behavioral sciences to give more credence to the impact of culture on development and socialization in their respective fields of work.

A true classic, Cross-Cultural Roots of Minority Child Development will remain an essential resource for any scholar who is interested in minority child development and engages in cross-cultural research and multidisciplinary methodologies.

Table of Contents

Introduction to the Classic Edition

  1. Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice
  2. Part I: American Roots

  3. Maternal Behavior in a Mexican Community: The Changing Environments of Children, F.M.T. Uribe, R.A. LeVine, S.E. LeVine
  4. Socializing Young Children in Mexican-American Families: An Intergenerational Perspective, C. Delgado-Gaitan
  5. Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis, R.G. Tharp. 
  6. Revaluing Native-American Concepts of Development and Education, J.R. Joe
  7. From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students, J.H. Suina, L.B. Smolkin
  8. Part II: African Roots

  9. Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon, A.B. Nsamenang, M.E. Lamb
  10. Language and Socialization of the Child in African Families Living in France, J. Rabain-Jamin
  11. Language Development and Socialization in Young African-American Children, I.K. Blake
  12. Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition, B.A. Oloko
  13. Part III: Asian Roots

  14. Individualism, Collectivism, and Child Development: A Korean Perspective, U. Kim, S-H. Choi
  15. Mother and Child in Japanese Socialization: A Japan-U.S. Comparison, T.S. Lebra
  16. Two Modes of Cognitive Socialization in Japan and the United States, H. Azuma
  17. Cognitive Socialization in Confucian Heritage Cultures, D.Y.F. Ho
  18. Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States, H. Stevenson
  19. East-Asian Academic Success in the United States: Family, School, and Community Explanations, B. Schneider, J.A. Hieshima, S. Lee, S. Plank
  20. Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans, R. Takanishi
  21. Part IV: Concluding Perspectives

  22. From Cultural Differences to Differences in Cultural Frame of Reference, J.U. Ogbu
  23. Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts, R.R. Cocking

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Patricia M. Greenfield is Distinguished Professor of Psychology at the University of California, Los Angeles.  Her central theoretical and research interest is in the relationship between culture and human development. In 2010, she received the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society from the American Psychological Association. In 2013, she received the Award for Distinguished Contributions to Cultural and Contextual Factors in Child Development from the Society for Research in Child Development.

Rodney R. Cocking was director of the Developmental and Learning Sciences program in the division of Behavioral and Cognitive Sciences at the National Science Foundation in Arlington, and was one of the founding editors of the Journal of Applied Developmental Psychology. He made significant contributions to the areas of developmental theory; cognitive development; linguistic, cultural, and media influences on development; and environments for learning and education. Tragically murdered in 2002, his death was a great loss to his family, his friends and colleagues, and the field.