"Discovering Successful Pathways in Children's Development" provides a new perspective on the study of childhood and family life. Successful development is enhanced when communities provide meaningful life pathways that children can seek out and engage. Successful pathways include both a culturally valued direction for development and competence in skills that matter for a child's subsequent success as a person as well as a student, parent, worker, or citizen. To understand successful pathways requires a mix of qualitative, quantitative, and ethnographic methods--the state of the art for research practice among developmentalists, educators, and policymakers alike. This volume includes new studies of minority and immigrant families, school achievement, culture, race and gender, poverty, identity, and experiments and interventions meant to improve family and child contexts. "Discovering Successful Pathways in Children's Development" will be of enormous value to everyone interested in the issues of human development, education, and social welfare, and among professionals charged with the task of improving the lives of children in our communities. This book is divided into five parts. Part I, Pathways through Classrooms, Schools, and Neighborhoods, contains the following: (1) Using Mixed Methods to Explore Latino Children's Literacy Development (Claude Goldenberg, Ronald Gallimore, and Leslie Reese); (2) Working It Out: The Chronicle of a Mixed-Methods Analysis (Heather B. Weiss, Holly Kreider, Ellen Mayer, Rebecca Hencke, and Margaret A. Vaughan); and (3) Mixed Methods, More Justified Conclusions: The Case of the Abt Evaluation of the Comer Program in Detroit (Lois-ellin Datta). Part II, Ethnicity and the Development of Ethnic Identity in Childhood, contains the following: (4) The Ecology of Children's Racial Coping: Family, School, and Community Influences (Deborah J. Johnson); and (5) Sites of Belonging: Acculturation, Discrimination, and Ethnic Identity among Children of Immigrants (Ruben G. Rumbaut). The following commentaries are also included: (a) Toward Varied and Complementary Methodologies in the Study of Ethnic Identity in Childhood (Diane Scott-Jones); and (b) Ethnicity, Race, and Identity (William E. Cross, Jr.). Part III, Culture and Developmental Pathways, contains the following: (6) Taking Culture Seriously: Making the Social Survey Ethnographic (Tom Fricke); and (7) Combining Ethnography and GIS Technology to Examine Constructions of Developmental Opportunities in Contexts of Poverty and Disability (Debra Skinner, Stephen Matthews, and Linda Burton). Part IV, Using Mixed Methods in Social Experiments to Understand Impacts on Children's Pathways, contains the following: (8) Bullets Don't Got No Name: Consequences of Fear in the Ghetto (Jeffrey R. Kling, Jeffrey B. Liebman, and Lawrence F. Katz); and (9) Qualitative/Quantitative Synergies in a Random-Assignment Program Evaluation (Christina M. Gibson and Greg J. Duncan). The following commentaries are also included: (a) Mixed Methods in Studies of Social Experiments for Parents in Poverty (Aletha C. Huston); and (b) Viewing Mixed Methods through an Implementation Research Lens: A Response to the New Hope and Moving to Opportunity Evaluations (Thomas Brock). Part V, Family Intervention Studies: Inclusion and "Multiple Worlds" in Research and Practice, contains the following: (10) Entering the Developmental Niche: Mixed Methods in an Intervention Program for Inner-City Children (Sara Harkness, Marcia Hughes, Beth Muller, and Charles M. Super); (11) Including Latino Immigrant Families, Schools, and Community Programs as Research Partners on the Good Path of Life (El Buen Camino de la Vida) (Catherine R. Cooper, Jane Brown, Margarita Azmitia, and Gabriela Chavira); and (12) Civil Rights and Academic Development: Mixed Methods and the Task of Ensuring Educational Equality (Mica Pollock). "A Reprise on Mixing Methods," a synthesis by Jennifer C. Greene, is included. An index is also included. (Contains 16 figures, 3 maps and 30 tables.)