An Integrative Model for the Study of Developmental Competencies in Minority Children

Cynthia García Coll, Gontran Lamberty, Renee Jenkins, Harriet Pipes McAdoo, Keith Crnic, Barbara Hanna Wasik, Heidie Vázquez García

Research output: Contribution to journalArticle

1527 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)1891-1914
Number of pages24
JournalChild development
Volume67
Issue number5
DOIs
StatePublished - Oct 1996

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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    Coll, C. G., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & García, H. V. (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