ABSTRACT

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.

chapter 1|40 pages

Independence and Interdependence as Developmental Scripts

Implications for Theory, Research, and Practice

part 1|91 pages

American Roots

chapter 2|14 pages

Maternal Behavior in a Mexican Community

The Changing Environments of Children

chapter 3|32 pages

Socializing Young Children in Mexican-American Families

An Intergenerational Perspective

chapter 6|18 pages

From Natal Culture to School Culture to Dominant Society Culture

Supporting Transitions for Pueblo Indian Students

part 3|135 pages

Asian Roots

chapter 11|32 pages

Individualism, Collectivism, and Child Development

A Korean Perspective

chapter 12|16 pages

Mother and Child in Japanese Socialization

A Japan–U.S. Comparison

chapter 15|7 pages

Moving Away From Stereotypes and Preconceptions

Students and Their Education in East Asia and the United States

chapter 16|28 pages

East-Asian Academic Success in the United States

Family, School, and Community Explanations

part 4|45 pages

Concluding Perspectives

chapter 19|17 pages

Ecologically Valid Frameworks of Development

Accounting for Continuities and Discontinuities Across Contexts