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Cited by 23Child and Adolescent Psychosocial and Emotional DevelopmentFamily Dynamics and RelationshipsRacial and Ethnic Identity Research

Children in Diverse Social Contexts

Murry, Velma McBride, Hill, Nancy E., Witherspoon, Dawn, Berkel, Cady, Bartz, Deborah·2015·Handbook of Child Psychology and Developmental Science
DOI 10.1002/9781118963418.childpsy411
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Abstract

Children grow up in families with cultural backgrounds and beliefs, and in families with varying financial resources and social capital. They reside in communities and neighborhoods that are homogeneous or diverse, with varying levels of resources and risks. The primary purpose of this chapter is to draw attention to and integrate knowledge on contextual factors for a more holistic understanding of normative development. This chapter synthesizes extant studies that have examined ways in which race/ethnicity, socioeconomic status, geographic residence, immigration status, and family formation status (e.g., transracial adoption) are associated with both normative (e.g., social emotional well‐being, academic aspiration, prosocial friendships) and nonnormative (e.g., externalizing behaviors, high‐risk behaviors, school dropout,) child development; identifies methodological and theoretical strengths and weaknesses of extant studies; and provides recommendations to advance future studies of child development in diverse contexts.

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Crossref · 10.1002/9781118963418.childpsy411

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  • Culturally responsive approaches support learning by reducing educators' likelihood of overestimating students' prior knowledge or familiarity with context-specific, culturally embedded schemas.

    “At the same time, culturally responsive approaches support learning by reducing educators' likelihood of overestimating students' prior knowledge or familiarity with context-specific, culturally embedded schemas (Crosnoe & Benner, 2015;C. D. Lee, 2010;Murry et al., 2015).”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Murry et al., 2015

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Authors
Murry, V. M., Hill, N. E., Witherspoon, D., Berkel, C., & Bartz, D.
Affiliations
  • Vanderbilt University (US)
  • Harvard University (US)
  • Pennsylvania State University (US)
  • Arizona State University (US)
  • Brigham and Women's Hospital (US)
ORCID
Venue
Handbook of Child Psychology and Developmental Science
Publisher
Wiley
Published
2015-03-23
Pages
1-39
DOI
10.1002/9781118963418.childpsy411
OpenAlex
W1590928562
Cited by
23
References
241
Citations by year
2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 2 · 2021: 2 · 2020: 3 · 2019: 4 · 2018: 5 · 2017: 1 · 2015: 1
Type
other
Language
en
Open access
closed
Topics
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Demography › Family Dynamics and Relationships
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
Keywords
child development, contextual factors, normative development, race and ethnicity, socioeconomic status, geographic residence, immigration status, transracial adoption, family formation, social and emotional wellbeing, educational aspirations, externalizing problems, high-risk behaviors, school dropout, neighborhood diversity, social capital

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