T. Denny Sanford School of Social and Family Dynamics.
Harvard Graduate School of Education, Harvard University.
Am Psychol. 2018 Sep;73(6):707-712. doi: 10.1037/amp0000336.
The field of developmental science was revolutionized, in part, by the publication of García Coll and colleagues' (1996) integrative model for the study of developmental competencies in minority children. Nevertheless, much work remains as changes within and beyond academia will require greater innovation in the way marginalization is conceptualized and studied. In this introduction to the Special Issue, "New Directions in Developmental Science with Youth Experiencing Marginalization," we situate the contribution of the integrative model within a sociohistorical context and discuss how recent changes push us to reconsider the models and theories that guide existing work with youth who experience marginalization. We also introduce a nuanced definition of the term marginalization for the field to consider in relation to research on youth development. We define marginalization as a multidimensional, dynamic, context-dependent, and diverse web of processes, rooted in power imbalance and systematically directed toward specific groups and individuals, with probabilistic implications for development. In the context of this discussion, we also highlight the important insights gleaned from the collection of articles included in this Special Issue and how they advance the field. (PsycINFO Database Record
发展科学领域在一定程度上发生了革命性的变化，这部分要归功于加西亚·科勒（García Coll）及其同事（1996 年）发表的关于少数民族儿童发展能力研究的综合模型。然而，仍有许多工作要做，因为学术界内外的变化将需要在边缘化概念化和研究方式上有更大的创新。在本期特刊“经历边缘化的青年发展科学的新方向”的引言中，我们将综合模型的贡献置于社会历史背景下进行讨论，并探讨最近的变化如何促使我们重新考虑指导现有边缘化青年工作的模型和理论。我们还为该领域引入了一个关于边缘化的细微定义，以在研究青年发展时进行考虑。我们将边缘化定义为一个多维的、动态的、依赖于背景的、多样化的过程网络，其根源在于权力失衡，并系统地针对特定群体和个人，对发展有概率影响。在这一讨论的背景下，我们还强调了从本期特刊中收录的一系列文章中获得的重要见解，以及它们如何推动该领域的发展。
