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.

Keywords

PsychologyPrejudice (legal term)RacismMainstreamDevelopmental psychologyEthnic groupRace (biology)Conceptual frameworkChild developmentExtant taxonOppressionSocial psychologySociologyGender studiesPoliticsSocial science

Affiliated Institutions

Related Publications

Racism and Xenophobia

Suman Fernando

Abstract Racism is perhaps the most serious basic problem affecting the welfare of people referred to as migrants or black people in Europe today. Racism is not just about perso...

1993 Innovation The European Journal of So... 46 citations

Publication Info

Year
1996
Type
article
Volume
67
Issue
5
Pages
1891-1914
Citations
2347
Access
Closed

External Links

View on DOI.org

Social Impact

Altmetric
PlumX Metrics

Social media, news, blog, policy document mentions

Citation Metrics

2347
OpenAlex

Cite This

Cynthia García Coll, Gontran Lamberty, Richard Jenkins et al. (1996). An Integrative Model for the Study of Developmental Competencies in Minority Children. Child Development , 67 (5) , 1891-1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x

Identifiers

DOI
10.1111/j.1467-8624.1996.tb01834.x