ERIC Number: ED399344
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Cross-Cultural Roots of Minority Child Development.
Greenfield, Patricia M., Ed.; Cocking, Rodney R., Ed.
This book explores the extent to which the development and socialization of minority children can be seen as continuous with their ancestral cultures. Whether cultural and political conditions in the United States have modified development and socialization processes, and the extent to which ancestral cultures have changed are examined in the 19 chapters of this collection. A major focus is the learning consequences of two value themes that characterize and contrast Euro-American culture in North America and much of Western Europe with that of Africa, Asia, Latin America, and Native American societies. The first is dimension of an individualistic and independent orientation versus a collective, social, and interdependent orientation. The second theme is the contrast between the early socialization goal of maximizing educational development versus the socialization goal of infant survival and childhood subsistence skills. Connections in socialization patterns and values are traced in Mexican and Mexican-American societies, African and African-French societies, and between East-Asian and Asian-American settings. References follow each chapter. (Contains 19 tables and 27 figures.) (SLD)
Descriptors: Acculturation, Asian Americans, Child Development, Cross Cultural Studies, Cultural Background, Cultural Traits, Ethnic Groups, Foreign Countries, Immigrants, Individualism, Minority Groups, Parent Child Relationship, Socialization, Values
Lawrence Erlbaum Associates, Inc., Publishers, 365 Broadway, Hillsdale, NJ 07642 (paperback: ISBN-0-8058-1224-5, $29.95; clothbound: ISBN-0-8058-1223-7, $89.95).
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Africa; Asia; Collectivism; France; Mexico
Note: Chapters drawn from a workshop titled "Continuities and Discontinuities in the Cognitive Socializationof Minority Children" (Washington, DC).