Cross-Cultural Roots of Minority Child Development: (Psychology Press & Routledge Classic Editions)

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 Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice Part I: American Roots Maternal Behavior in a Mexican Community: The Changing Environments of Children, F.M.T. Uribe, R.A. LeVine, S.E. LeVine Socializing Young Children in Mexican-American Families: An Intergenerational Perspective, C. Delgado-Gaitan Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis, R.G. Tharp. Revaluing Native-American Concepts of Development and Education, J.R. Joe From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students, J.H. Suina, L.B. Smolkin Part II: African Roots Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon, A.B. Nsamenang, M.E. Lamb Language and Socialization of the Child in African Families Living in France, J. Rabain-Jamin Language Development and Socialization in Young African-American Children, I.K. Blake Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition, B.A. Oloko Part III: Asian Roots Individualism, Collectivism, and Child Development: A Korean Perspective, U. Kim, S-H. Choi Mother and Child in Japanese Socialization: A Japan-U.S. Comparison, T.S. Lebra Two Modes of Cognitive Socialization in Japan and the United States, H. Azuma Cognitive Socialization in Confucian Heritage Cultures, D.Y.F. Ho Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States, H. Stevenson East-Asian Academic Success in the United States: Family, School, and Community Explanations, B. Schneider, J.A. Hieshima, S. Lee, S. Plank Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans, R. Takanishi Part IV: Concluding Perspectives From Cultural Differences to Differences in Cultural Frame of Reference, J.U. Ogbu Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts, R.R. Cocking

About the Author :
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.