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Handbook on Positive Development of Minority Children and Youth

  • Book
  • © 2017

Overview

Editors:
  1. Natasha J. Cabrera

    1. Department of Human Development and Quantitative Methodology, University of Maryland, College Park, USA

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  2. Birgit Leyendecker

    1. Fakultät für Psychologie, Ruhr-Universität Bochum, Bochum, Germany

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    You can also search for this editor in PubMed   Google Scholar

  • Represents new directions in research on minority children away from risks, towards positive development
  • Provides a platform for increased and much-needed research on minority children in Europe
  • Is organized in line with the ecological perspective that the child is nested in a complex network of interconnected systems
  • Includes supplementary material: sn.pub/extras

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Table of contents (28 chapters)

  1. Peers and Friendship Level Influences

    1. The Friendships of Racial–Ethnic Minority Youth in Context

      • Leoandra Onnie Rogers, Erika Y. Niwa, Niobe Way
      Pages 267-280

    2. Minority and Majority Children’s Evaluations of Social Exclusion in Intergroup Contexts

      • Aline Hitti, Kelly Lynn Mulvey, Melanie Killen
      Pages 281-293

    3. Children’s Social–Emotional Development in Contexts of Peer Exclusion

      • Tina Malti, Antonio Zuffianò, Lixian Cui, Tyler Colasante, Joanna Peplak, Na Young Bae
      Pages 295-306

    4. Positive Youth Development of Roma Ethnic Minority Across Europe

      • Radosveta Dimitrova, Laura Ferrer-Wreder
      Pages 307-320

  2. Early Childhood and School Level Influences

    1. Front Matter

      Pages 321-323
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    2. Promoting Positive Self-Esteem in Ethnic Minority Students: The Role of School and Classroom Context

      • Jochem Thijs, Maykel Verkuyten
      Pages 325-342

    3. Parental Educational Involvement and Latino Children’s Academic Attainment

      • Rosario Ceballo, Rosanne M. Jocson, Francheska Alers-Rojas
      Pages 343-359

    4. Using Self-Regulated Learning as a Framework for Creating Inclusive Classrooms for Ethnically and Linguistically Diverse Learners in Canada

      • Nancy Perry, Nikki Yee, Silvia Mazabel, Simon Lisaingo, Elina Määttä
      Pages 361-377

  3. Policies/Prevention/Programs

    1. Front Matter

      Pages 379-383
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    2. Documentation Status and Child Development in the U.S. and Europe

      • Natalia Rojas, Hirokazu Yoshikawa
      Pages 385-400

    3. Research on Positive Youth Development in Boys of Color: Implications for Intervention and Policy

      • Noni K. Gaylord-Harden, Cynthia Pierre, Latriece Clark, Patrick H. Tolan, Oscar A. Barbarin
      Pages 401-419

    4. Civic Engagement as an Adaptive Coping Response to Conditions of Inequality: An Application of Phenomenological Variant of Ecological Systems Theory (PVEST)

      • Elan C. Hope, Margaret Beale Spencer
      Pages 421-435

    5. Developing an Ethnic-Racial Identity Intervention from a Developmental Perspective: Process, Content, and Implementation of the Identity Project

      • Adriana J. Umaña-Taylor, Sara Douglass
      Pages 437-453

    6. Children’s Centres: An English Intervention for Families Living in Disadvantaged Communities

      • Maria Evangelou, Jenny Goff, Kathy Sylva, Pam Sammons, Teresa Smith, James Hall et al.
      Pages 455-470

    7. Instructional Practice with Young Bilingual Learners: A Canadian Profile

      • Roma Chumak-Horbatsch
      Pages 471-489
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Keywords

About this book

This Handbook presents current research on children and youth in ethnic minority families. It reflects the development currently taking place in the field of social sciences research to highlight the positive adaptation of minority children and youth. It offers a succinct synthesis of where the field is and where it needs to go. It brings together an international group of leading researchers, and, in view of globalization and increased migration and immigration, it addresses what aspects of children and youth growing in ethnic minority families are universal across contexts and what aspects are more context-specific. The Handbook  examines the individual, family, peers, and neighborhood/policy factors that protect children and promote positive adaptation. It examines the factors that support children’s social integration, psychosocial adaptation, and external functioning. Finally, it looks at the mechanisms that explain why social adaptation occurs.

Editors and Affiliations

  • Department of Human Development and Quantitative Methodology, University of Maryland, College Park, USA

    Natasha J. Cabrera

  • Fakultät für Psychologie, Ruhr-Universität Bochum, Bochum, Germany

    Birgit Leyendecker

About the editors

Natasha J. Cabrera, Ph.D, is Professor of Human Development at the University of Maryland and was a Society for Research in Child Development, Executive Branch Fellow at the National Institute of Child Health and Human Development (NICHD). Dr. Cabrera's research, funded by NICHD, focuses on father involvement and children's social development; adaptive and maladaptive factors related to parenting; ethnic and cultural variations in fathering and mothering behaviors; family processes in a social and cultural context and children's development; and the mechanisms that link early experiences to children's school readiness. Cabrera has published in peer-reviewed journals on policy, methodology, theory and the implications of fathering and mothering behaviors on child development in low-income minority families. She is the co-editor of the Handbook of Father Involvement: Multidisciplinary Perspectives, Second Edition (Taylor & Francis, 2013) and Latina/o Child Psychology and MentalHealth: Vol 1: Early to Middle Childhood: Development and Context and Vol 2: Adolescent Development (Praeger, 2011). Dr. Cabrera is the Associate Editor of ECRQ and Child Development and the recipient of the National Council and Family Relations award for Best Research Article regarding men in families in 2009. In 2015 The National Academy of Sciences appointed her to its committee supporting the parents of young children and she is a 2015-2016 Visiting Scholar at the Russell Sage Foundation



Birgit Leyendecker is a Professor for Developmental Psychology at the Ruhr-University Bochum. Her research focus is on cultural perspectives on child development and parenting, cultural and psychosocial adaptation of immigrant children and their families, and on resilience, particularly on the role of internal and external resources on children’s developmental pathways. She is the Principal Investigator of an international study on the development of resilience among immigrant children and their families. In 2016, she started a funded project on refugee children and their families in Germany.

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