Patricia M. Greenfield, Rodney R. Cocking

"...an excellent source for gaining information regarding the socialization and development of the minority groups....present[s] useful information which can help graduate students in the social sciences, developmental, educational, clinical and school psychologists, and researchers to give more credence to the impact of culture on development and socialization in their respective fields of work. This book would be appropriate for courses that have a focus on multicultural aspects, such as race and ethnicity, educational aspects of minority groups, and mental health courses addressing appropriate interventions."—Cultural Diversity and Mental Health"...effectively brings together theory and research findings on child development within various cultural groups. In practical terms, this volume enables those interested in cross-cultural research to obtain useful information about similarities and dissimilarities within and across groups, from one source. Additionally, the book serves to stimulate interest in the field and leads the reader to question previously held assumptions and beliefs about culture and the manner in which cross-cultural research is conducted....this volume makes an important contribution to the field of developmental psychology and to the study of minority child development. It is encouraging for those trying to advance cross-cultural research and informative for those wanting to learn more about diverse groups in a pluralistic society."—Journal of Applied Developmental Psychology"Greenfield and Cocking...provide a useful framework for examining the influence of cultures in contact on learning and cognitive development....the volume meets the editors' goals of contributing to a cultural-historical approach and to a theory of development that reaches beyond Euro-American norms. The collection has breadth."—Mind, Culture, and Activity"Not since the turn of the century has it been so important for those who study and work with children to recognize the impact of cultural history, the reason for migration, the migratory experience itself, and the experience of integration into the host society by the family. All of these concepts are crucial to understanding the cross-cultural roots of minority child development. This book is an excellent beginning."—American Journal of Mental Retardation"The editors are to be applauded for bringing together a stunning range of locales and settings and a highly competent group of international scholars."—Comparative Education Review

• Contents: Preface. P.M. Greenfield, Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice. Part I: American Roots.F.M.T. Uribe, R.A. LeVine, S.E. LeVine, Maternal Behavior in a Mexican Community: The Changing Environments of Children. C. Delgado-Gaitan, Socializing Young Children in Mexican-American Families: An Intergenerational Perspective. R.G. Tharp, Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis. J.R. Joe, Revaluing Native-American Concepts of Development and Education. J.H. Suina, L.B. Smolkin, From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students. Part II: African Roots.A.B. Nsamenang, M.E. Lamb, Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon. J. Rabain-Jamin, Language and Socialization of the Child in African Families Living in France. I.K. Blake, Language Development and Socialization in Young African-American Children. B.A. Oloko, Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition. Part III: Asian Roots.U. Kim, S-H. Choi, Individualism, Collectivism, and Child Development: A Korean Perspective. T.S. Lebra, Mother and Child in Japanese Socialization: A Japan-U.S. Comparison. H. Azuma, Two Modes of Cognitive Socialization in Japan and the United States. D.Y.F. Ho, Cognitive Socialization in Confucian Heritage Cultures. H. Stevenson, Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States. B. Schneider, J.A. Hieshima, S. Lee, S. Plank, East-Asian Academic Success in the United States: Family, School, and Community Explanations. R. Takanishi, Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans. Part IV: Concluding Perspectives.J.U. Ogbu, From Cultural Differences to Differences in Cultural Frame of Reference. R.R. Cocking, Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts.

Patricia M. Greenfield, Rodney R. Cocking

"...an excellent source for gaining information regarding the socialization and development of the minority groups....present[s] useful information which can help graduate students in the social sciences, developmental, educational, clinical and school psychologists, and researchers to give more credence to the impact of culture on development and socialization in their respective fields of work. This book would be appropriate for courses that have a focus on multicultural aspects, such as race and ethnicity, educational aspects of minority groups, and mental health courses addressing appropriate interventions."—Cultural Diversity and Mental Health"...effectively brings together theory and research findings on child development within various cultural groups. In practical terms, this volume enables those interested in cross-cultural research to obtain useful information about similarities and dissimilarities within and across groups, from one source. Additionally, the book serves to stimulate interest in the field and leads the reader to question previously held assumptions and beliefs about culture and the manner in which cross-cultural research is conducted....this volume makes an important contribution to the field of developmental psychology and to the study of minority child development. It is encouraging for those trying to advance cross-cultural research and informative for those wanting to learn more about diverse groups in a pluralistic society."—Journal of Applied Developmental Psychology"Greenfield and Cocking...provide a useful framework for examining the influence of cultures in contact on learning and cognitive development....the volume meets the editors' goals of contributing to a cultural-historical approach and to a theory of development that reaches beyond Euro-American norms. The collection has breadth."—Mind, Culture, and Activity"Not since the turn of the century has it been so important for those who study and work with children to recognize the impact of cultural history, the reason for migration, the migratory experience itself, and the experience of integration into the host society by the family. All of these concepts are crucial to understanding the cross-cultural roots of minority child development. This book is an excellent beginning."—American Journal of Mental Retardation"The editors are to be applauded for bringing together a stunning range of locales and settings and a highly competent group of international scholars."—Comparative Education Review

• Contents: Preface. P.M. Greenfield, Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice. Part I: American Roots.F.M.T. Uribe, R.A. LeVine, S.E. LeVine, Maternal Behavior in a Mexican Community: The Changing Environments of Children. C. Delgado-Gaitan, Socializing Young Children in Mexican-American Families: An Intergenerational Perspective. R.G. Tharp, Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis. J.R. Joe, Revaluing Native-American Concepts of Development and Education. J.H. Suina, L.B. Smolkin, From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students. Part II: African Roots.A.B. Nsamenang, M.E. Lamb, Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon. J. Rabain-Jamin, Language and Socialization of the Child in African Families Living in France. I.K. Blake, Language Development and Socialization in Young African-American Children. B.A. Oloko, Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition. Part III: Asian Roots.U. Kim, S-H. Choi, Individualism, Collectivism, and Child Development: A Korean Perspective. T.S. Lebra, Mother and Child in Japanese Socialization: A Japan-U.S. Comparison. H. Azuma, Two Modes of Cognitive Socialization in Japan and the United States. D.Y.F. Ho, Cognitive Socialization in Confucian Heritage Cultures. H. Stevenson, Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States. B. Schneider, J.A. Hieshima, S. Lee, S. Plank, East-Asian Academic Success in the United States: Family, School, and Community Explanations. R. Takanishi, Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans. Part IV: Concluding Perspectives.J.U. Ogbu, From Cultural Differences to Differences in Cultural Frame of Reference. R.R. Cocking, Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts.