Cross-Cultural Roots of Minority Child Development / Edition 1

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Overview

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.

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Product Details

  • ISBN-13: 9780805812237
  • Publisher: Taylor & Francis
  • Publication date: 6/1/1994
  • Edition number: 1
  • Pages: 456
  • Lexile: 1370L (what's this?)
  • Product dimensions: 5.96 (w) x 11.26 (h) x 1.32 (d)

Meet the Author

Patricia M. Greenfield is currently 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.

Rodney R. Cocking was murdered in 2002. He 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 was interested in behavioral development, child development, cognitive development, and learning and educational environments. His death was a great loss to his family, his friends and colleagues, and the field.

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Table of Contents

Preface
1 Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice 1
2 Maternal Behavior in a Mexican Community: The Changing Environments of Children 41
3 Socializing Young Children in Mexican-American Families: An Intergenerational Perspective 55
4 Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis 87
5 Revaluing Native-American Concepts of Development and Education 107
6 From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students 115
7 Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon 133
8 Language and Socialization of the Child in African Families Living in France 147
9 Language Development and Socialization in Young African-American Children 167
10 Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition 197
11 Individualism, Collectivism, and Child Development: A Korean Perspective 227
12 Mother and Child in Japanese Socialization: A Japan-U.S. Comparison 259
13 Two Modes of Cognitive Socialization in Japan and the United States 275
14 Cognitive Socialization in Confucian Heritage Cultures 285
15 Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States 315
16 East-Asian Academic Success in the United States: Family, School, and Community Explanations 323
17 Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans 351
18 From Cultural Differences to Differences in Cultural Frame of Reference 365
19 Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts 393
Author Index 411
Subject Index 421
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