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Cited by 2,360Racial and Ethnic Identity ResearchChild and Adolescent Psychosocial and Emotional DevelopmentCritical Race Theory in Education

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

Coll, Cynthia Garcia, Lamberty, Gontran, Jenkins, Renee, McAdoo, Harriet Pipes, Crnic, Keith, Wasik, Barbara Hanna, Garcia, Heidie Vazquez·1996·Child Development
DOI 10.1111/j.1467-8624.1996.tb01834.x
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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.

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Crossref · 10.2307/1131600

Cites

4 of 4 references verified0 citation errors · 0 not checkable

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  • Numerous theoretical models put forth over the past decades have offered foundations for studying resistance to oppression among BIPOC youth, highlighting the ways in which this developmental construct can be adaptive and protective, and is incorporated into one's identity.

    “Numerous theoretical models put forth over the past decades (Diemer et al., 2017; Garcia‐Coll et al., 1996; Spencer, 2006) have offered foundations for studying resistance to oppression among BIPOC youth, highlighting the ways in which this developmental construct can be adaptive and protective, and is incorporated into one’s identity.”

    From Studying Ethnic-Racial Identity among White Youth: White Supremacy as a Developmental Context (2022) · cites this paper as Garcia‐Coll et al., 1996

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Authors
Coll, C. G., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Garcia, H. V.
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
1996-10
Volume
67
Issue
5
Pages
1891
ISSN
0009-3920 (ISSN-L)
DOI
10.1111/j.1467-8624.1996.tb01834.x
OpenAlex
W2153228152
Cited by
2,360
References
4
Citations by year
2026: 19 · 2025: 68 · 2024: 80 · 2023: 88 · 2022: 127 · 2021: 142 · 2020: 135 · 2019: 144 · 2018: 131 · 2017: 170 · 2016: 134 · 2015: 117 · 2014: 106 · 2013: 99 · 2012: 131
FWCI
56.75
Type
journal article
Language
en
Open access
closed
Locations
  • Child Development (publishedVersion)
  • PubMed (publishedVersion)
Funders
U.S. Public Health Service (MCU 117007)
Topics
  • Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
minority children, children of color, integrative conceptual model, social stratification theory, racism, prejudice, discrimination, oppression, segregation, social class, ethnicity, race, developmental competence, families of color
MeSH terms
Black or African American, Child, Child Development, Child, Preschool, Family, Hispanic or Latino, Humans, Minority Groups, Personality Development, Prejudice, Social Class

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