García Coll C, Lamberty G, Jenkins R, McAdoo H P, Crnic K, Wasik B H, Vázquez García H
Brown University, Department of Education, Providence, Rhode Island 02912, USA.
Child Dev. 1996 Oct;67(5):1891-914.
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.
本文提出了一个用于研究美国少数族裔儿童发展的概念模型。为支持该模型，本文包括：（a）对主流理论框架进行描述和批判性分析，涉及它们对有色人种儿童发展过程的关注和适用性，以及对社会阶层、文化、族裔和种族交叉问题的关注；（b）对指导现有少数族裔儿童和家庭文献的概念框架进行描述和评估。基于上述考虑，提出了一个儿童发展的综合概念模型，该模型以社会分层理论为基础，强调种族主义、偏见、歧视、压迫和隔离对少数族裔儿童和家庭发展的重要性。
