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ERIC Number: EJ793962
Record Type: Journal
Publication Date: 2007-Nov
Pages: 4
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1086-4385
A Cultural-Ecological Model of Migration and Development: Focusing on Latino Immigrant Youth
Perreira, Krista M.; Smith, Luke
Prevention Researcher, v14 n4 p6-9 Nov 2007
If current trends continue, over 20% of American children will be the children of immigrants and many will be Latino within the next decade (Urban Institute, 2006). Thus, health, education, and prevention professionals will likely work with immigrant youth at some point in their careers. This article provides professionals with a cultural-ecological model for understanding the experiences and social identities of immigrant youth, especially Latino immigrant youth. This model builds on research arguing that cultures, lifestyles, and developmental outcomes among ethnic minority children reflect adaptive responses to contextual demands in their families, schools, and neighborhoods. Additionally, it builds upon scholarship that places the development of immigrant youth in the context of migration and settlement. This perspective rejects deficit models that presume that normative development for children in white middle-class families should be the basis for development in non-white ethnic minority families. Instead, in this article, the authors argue that adaptive developmental pathways for the children of immigrants and ethnic minority youth can be best understood as a function of five major constructs: (1) Child Characteristics; (2) Family Context; (3) Context of Migration; (4) Context of Settlement; and (5) Ethnic Identification. The article concludes with a discussion of this model's implication for policy and practice. (Contains 1 figure and 1 table.)
Integrated Research Services, Inc. 66 Club Road Suite 370, Eugene, OR 97401. Tel: 800-929-2955; Fax: 541-683-2621; Web site: http://www.tpronline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A