The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Human Development in Societal Context
Abstract
Low family socioeconomic position is a net of related conditions—low income, material deprivation, single-parent family structure, low educational level, minority ethnic group membership, and immigrant status. According to ecological theory, proximal contexts experienced by children, including family, material resources, out-of-school experiences, schools, neighborhoods, and peers, are mediators of poverty effects. Developmental timing of exposure to poverty conditions and the processes by which effects occur differ for cognitive and social domains of development. Understanding how contexts combine and interact is as important as understanding their independent influences. Effects may be cumulative, but advantages in one context can also ameliorate disadvantages in others. Although research is typically based on unidirectional causal models, the relations between the developing child and the contexts he or she experiences are reciprocal and transactional. Finally, although income inequality has increased greatly, little is known about the influences of relative poverty and social inequality on human development.
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Cites
The Bioecological Model of Human Development
Bronfenbrenner, U., & Morris, P. A. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0114 · Cited by 5,760
How People Make Their Own Environments: A Theory of Genotype Environment Effects
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An interactionist perspective on the socioeconomic context of human development
Conger, R. D., & Donnellan, M. B. (2007) · Annual Review of Psychology · doi:10.1146/annurev.psych.58.110405.085551 · Cited by 1,935
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Early Childhood Interventions: Proven Results, Future Promise
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The association of neighborhood poverty with personality change in childhood
Hart, D., Atkins, R., & Matsuba, M. K. (2008) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.94.6.1048 · Cited by 110
Cited by
The Psychology of Working Theory.
Duffy, R. D., Blustein, D. L., Diemer, M. A., & Autin, K. L. (2016) · Journal of Counseling Psychology · doi:10.1037/cou0000140 · Cited by 1,020
Raver, C. C., Family Life Project Key Investigators, Blair, C., & Willoughby, M. (2013) · Developmental Psychology · doi:10.1037/a0028343 · Cited by 422
Fantuzzo, J., LeBoeuf, W., Rouse, H., & Chen, C.-C. (2012) · Journal of School Psychology · doi:10.1016/j.jsp.2012.04.004 · Cited by 92
Ansari, A., & Winsler, A. (2014) · Journal of Educational Psychology · doi:10.1037/a0036799 · Cited by 65
Schenke, K., Nguyen, T., Watts, T. W., Sarama, J., & Clements, D. H. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000165 · Cited by 34
Metadata
- Authors
- Huston, A. C., & Bentley, A. C.
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2010-01-01
- Volume
- 61
- Issue
- 1
- Pages
- 411-437
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- OpenAlex
- W2132558064
- Cited by
- 236
- References
- 7
- FWCI
- 9.42
- Type
- journal article
- Language
- en
- Open access
- closed
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