Search

This paper critically reviews some key government papers that together largely provide the foundation for the relevant child welfare reforms in England and Wales. The context of this review was to evaluate whether these papers and documents made sufficient reference to improving policies and practices for minority ethnic children and families involved in child welfare matters, given the research evidence from the early 1990s suggesting that such families may experience particular disadvantages or discriminations within the UK child welfare system. The research evidence cited draws upon studies that have considered the experiences of different minority ethnic groups from the point of referrals through to long term services, including those children who have been looked after in local authority care and those families that have been subject to care proceedings. This paper concludes that more is needed under the Every Child Matters agenda to both acknowledge and address the specific needs of minority ethnic children and their families, as identified in the range of studies published post Children Act 1989. Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper draws on qualitative interviews with 19 children and nine of their parents or carers in the South Wales valleys to discuss the effect on the social identities of minority ethnic children of living in virtually all-white communities. There is discussion of minority ethnic identities, local identities and Welshness, and the paper concludes with consideration of the theoretical and policy implications of the research. Interviews with the children showed them to be using a variety of creative strategies to negotiate their identities in a challenging and highly racialised context. Diverse individual histories and family relationships interact with available minority cultural identities and local and national cultural influences. The children have to construct their own identities in the context of dominant discourses of ‘Wales’ and ‘Welshness’ and also class-based notions of what it means to come from this particular region. Some maintain minority ethnic identities with pride and for others the maintenance of a minority ethnic identity is put under extreme pressure. Copyright © 2004 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The paper explores the outcomes of permanent family placement for children of minority ethnic origin, using a sample of 254 placements drawn, in the main, from a cohort of 1165 British children placed between 1980 and 1985. Statistical techniques are used to explore the relationship between ‘success’ (defined, for the purposes of this paper, as the placement not known to have broken down) and a range of variables, including the characteristics of the child, the birth parents and the adoptive parents, and the type of placement. In most respects, the findings are consistent with those of similar studies. Age at placement is found to have an important effect, with success least likely for children placed in the middle age range. Lack of problem behaviours in the children at the time of placement is also found to be associated with success. Variables which are found to have no effect on the probability of success include ethnic origin of the child, whether it is an adoptive or permanent foster placement, and whether contact with birth parents continued after placement. There was an interesting gender effect in that boys did better in ‘transracial’ than in ‘matched’ placements, but the opposite was the case for girls. [ABSTRACT FROM AUTHOR]

Provides information on the publication of a special issue on minority children. Importance of studying minority children; Details of a call for papers focusing on development in minority children; Approach used in the collection of articles in the issue; How to ensure a continuation of the research activity reflected in the issue.

This paper aims to identify several of the mismatches at play when social workers encounter families belonging to diverse groups and assess risk, well‐being and protection for children. Two minority groups in Israel were studied: the Ultra‐Orthodox Jewish community and Jewish immigrants from Ethiopia. A context‐informed approach was adopted to explore the subjective perceptions and constructions of "risk," "well‐being," and "protection" among parents of the two communities (N = 60) and the social workers who work with them (N = 50). The social workers included some who belong to the minority groups they serve and others who are from the majority group. The analysis of the interviews yielded two main themes: (a) an understanding of the discrepancies in parents' and professionals' perceptions and constructions of "risk" and "protection" for children as the product of differences in the values, norms and contexts of these two groups; and (b) the implications of these discrepancies for the relationship between professionals/social service agencies and parents who are potential service users. Our findings call upon professionals to re‐visit "universals" in the "risk" discourse while taking into account the realms of culture, ethnicity, religiosity, spirituality and community life when assessing risk and treating children and families of minority communities. [ABSTRACT FROM AUTHOR]

This paper reviews the research on the referral of minority ethnic children to child and family social work teams because of child protection concerns. Specifically, it focuses on those studies that have researched the referral stage of the child ‘in need’ and child protection systems, and explored differences in patterns of referral between the main ethnic groups that make up the UK population. [ABSTRACT FROM AUTHOR]

Background: Despite a considerable reduction in child mortality, nearly six million children under the age of five die each year. Millions more are poorly nourished and in many parts of the world, the quality of education remains poor. Children are at risk from multiple violations of their rights, including child labour, early marriage, and sexual exploitation. Research plays a crucial role in helping to close the remaining gaps in child well-being, yet the global evidence base for interventions to meet these challenges is mostly weak, scattered and often unusable by policymakers and practitioners. This mega-map encourages the generation and use of rigorous evidence on effective ways to improve child well-being for policy and programming. Objectives: The aim of this mega-map is to identify, map and provide an overview of the existing evidence synthesis on the interventions aimed at improving child well-being in low- and middle-income countries (LMICs). Methods: Campbell evidence and gap maps (EGMs) are based on a review of existing mapping standards (Saran & White, 2018) which drew in particular of the approach developed by 3ie (Snilstveit, Vojtkova, Bhavsar, & Gaarder, 2013). As defined in the Campbell EGM guidance paper; "Mega-map is a map of evidence synthesis, that is, systematic reviews, and does not include primary studies" (Campbell Collaboration, 2020). The mega-map on child well-being includes studies with participants aged 0-18 years, conducted in LMICs, and published from year 2000 onwards. The search followed strict inclusion criteria for interventions and outcomes in the domains of health, education, social work and welfare, social protection, environmental health, water supply and sanitation (WASH) and governance. Critical appraisal of included systematic reviews was conducted using "A Measurement Tool to Assess Systematic Reviews"- AMSTAR-2 rating scale (Shea, et al., 2017). Results: We identified 333 systematic reviews and 23 EGMs. The number of studies being published has increased year-on-year since 2000. However, the distribution of studies across World Bank regions, intervention and outcome categories are uneven. Most systematic reviews examine interventions pertaining to traditional areas of health and education. Systematic reviews in these traditional areas are also the most funded. There is limited evidence in social work and social protection. About 69% (231) of the reviews are assessed to be of low and medium quality. There are evidence gaps with respect to key vulnerable populations, including children with disabilities and those who belong to minority groups. Conclusion: Although an increasing number of systematic reviews addressing child well-being topics are being published, some clear gaps in the evidence remain in terms of quality of reviews and some interventions and outcome areas. The clear gap is the small number of reviews focusing explicitly on either equity or programmes for disadvantaged groups and those who are discriminated against. [ABSTRACT FROM AUTHOR]

This paper reports findings from a study commissioned by the (then) Department for Children, Schools and Families. The research mapped the provision, and explored the impact, of supplementary schools and aimed specifically to develop further understanding as to how supplementary schools might raise the attainment of Black and Minority Ethnic pupils. Drawing on a national survey and case study data from 12 supplementary schools, we highlight a range of perceived impacts identified by teachers, pupils and parents and problematise the concept of impact. We identify the unique contribution and impact that supplementary schools make to the mainstream school attainment of pupils from diverse (linguistic, cultural, ethnic) backgrounds. We suggest that there is much to be learnt by the mainstream school sector about the difference supplementary school education makes to minority ethnic children, while questioning whether mainstream indicators of impact should be applied to supplementary schools. [ABSTRACT FROM AUTHOR]

TOPIC: Parent–child communication behaviors. PURPOSE: The goal of this naturalistic study was to learn more about the communication behaviors that exist between school-aged inner-city minority children who completed a temperament-based intervention study and the significant adults in their life. A paucity of information exists about the communication processes in this population; therefore, this paper addresses this gap. METHOD: A grounded theory approach was used for data collection and analysis. Data were obtained from multiple sources including individual and group interviews of 36 first and second graders from three inner-city elementary schools, their parents, and teachers. Data triangulation, member-check, and independent audit supported trustworthiness and credibility of findings. FINDINGS: Child communication behaviors involved being able to read the environment, respect others, do the right thing, and know how best to talk with others. Child findings were congruent with parent and teacher data and indicated that communication was driven by concerns for safety and community violence potential and embedded within strong cultural beliefs. CONCLUSIONS: Nurses are in a unique position to educate both parents and children about the importance of developing and maintaining positive communication behaviors with each other. Positive communication behaviors may serve as a protective factor in promoting child safety in inner-city minority children. [ABSTRACT FROM AUTHOR]

The article discusses two developmental publications on African American children, 1985 issue of "Beginnings: The Social and Affective Development of Black Children" and August 1987 issue of "Child Development." "Beginnings" explored the complex processes of African American child development in the area of social-affective functioning and as linked with maturational processes and social experiences in diverse contexts. The 1987 issue of "Child Development" focused on the development of minority children.

Over the past decade, the number of ethnic minorities in Denmark has increased rapidly, now accounting for over 8 per cent of the total population. This paper presents results from a number of recent studies regarding the educational choices of minority children from less developed countries. An important social concern is that the educational attainment of these children is much lower than among native Danes. The studies show that that a main reason for the education gap is very high dropout rates from vocational schools among minority children and that inadequate Danish language proficiency of immigrants, parents and their children, is an important reason for the high dropout rates, as are inadequate educational preparedness from grade school and insufficient apprenticeship positions available for minority youth. Socio-economic background, however, has relatively little effect. Recent policy changes to reduce dropout rates from vocational schools are reviewed and additional policy interventions are proposed. [ABSTRACT FROM AUTHOR]

The protection of the mental health of black and other ethnic minority children and young people has not received adequate attention in the literature. This paper considers, describes and discusses the concept of culturally competent practice. Ways in which practitioners can better understand the needs of children in a multicultural, diverse society and intervene in more effective ways are assessed. Finally, the components of a culturally competent practice to support families in the protection of children's mental health are summarized, together with the implications for practice. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Under the UN Convention, all children have the right to be protected from harm. However, there are barriers to the effective protection of children from Black and minority ethnic communities who are at risk of harm. This paper will explore these barriers in the context of three case histories and with reference to the literature. The cases illustrate some of the ways in which children are at risk and how the system currently fails to protect them. There are factors which increase the risk of harm faced by children or which reduce the likelihood that abuse in minority ethnic communities is recognized, acknowledged or dealt with appropriately. Other factors prevent effective partnerships with families, both to prevent abuse and in rehabilitation after abuse has occurred. Stereotyping, colour blindness, cultural deficit and inadequate training of professionals lead to failures in the statutory processes designed to protect children. These are compounded by wider societal factors, such as denial of abuse in ethnic minority communities, cultural differences in attitudes to disability and child-rearing, the vulnerability of women in highly patriarchal communities, difficulties in providing mental health services across cultural boundaries and a lack of settings in which to provide appropriate alternative care and places of safety. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The paper addresses the issue of whether a paediatric speech therapy service can offer an adequately sensitive service to a specific community, notably the Chasidic Jewish community of north London. Fifteen parents of Jewish children were compared with 20 parents of non-Jewish children attending the same speech therapy clinic. A questionnaire was administered to both groups. The results indicate that the groups differed in the extent to which they required therapy in their own language, the Jewish group being less concerned than the non-Jewish group. The groups did not differ in the extent to which they would object to therapists on the grounds of sex or religion. When a test of significance was used, a number of differences were identified in relation to specific responses. The results are discussed in terms of the need for a culturally sensitized service. [ABSTRACT FROM AUTHOR]

Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children's sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement. [ABSTRACT FROM AUTHOR]

Examines the impact of Great Britain's General Certificate of Secondary Education (GCSE) English examination on the performance of ethnic minority pupils and how it interrelates with the achievements of girls and boys. Results of the study by the Brent local education authority; Hypotheses on the effect of the differences between the initial GCSE English examination and English language O level.

Copyright of Journal of Sociolinguistics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Community health workers (CHWs) offer a potential means through which to mitigate many of the barriers to mental health services faced by minority youth and their families. The primary aim of the present study was to better understand a core feature of CHWs: their shared community membership with the population served, or social proximity. We conducted qualitative semi‐structured interviews with 16 CHWs implementing a school‐based early intervention program in Latino and African American communities of urban poverty. The program promoted child and parent/caregiver engagement in schooling as a protective factor for children's mental health. Thematic analyses revealed three main themes defining social proximity: (a) experiences of parenthood or caring for children, (b) familiarity with and understanding of culture, and (c) experiences of life hardships and struggles. Additionally, the process of relating with parents/caregivers through shared experiences was the main theme to describe how CHWs leveraged their social proximity. CHWs' accounts illustrated how their experience of social proximity to the population served was central to how they engaged parents/caregivers in services, highlighting the importance of supporting and promoting CHWs' natural traits and lived experiences. Highlights: CHWs defined their social proximity through shared experiences of parenthood, culture, and hardships.The process of relating was central to how CHWs engaged the population served.CHWs' natural traits and lived experiences are defining features of their role.CHWs' natural traits and lived experiences are also what CHWs draw upon to promote service engagement. [ABSTRACT FROM AUTHOR]

Abstract: More than 20 percent of all school‐aged children in the United States have vision problems, and low‐income and minority children are disproportionately likely to have unmet vision care needs. Vision screening is common in U.S. schools, but it remains an open question whether screening alone is sufficient to improve student outcomes. We implemented a multi‐armed randomized controlled trial (RCT) to evaluate the impact of vision screening, and of vision screening accompanied by eye exams and eyeglasses, provided by a non‐profit organization to Title I elementary schools in three large central Florida school districts. We find that providing additional/enhanced screening alone is generally insufficient to improve student achievement in math and reading. In contrast, providing screening along with free eye exams and free eyeglasses to students with vision problems improved student achievement as measured by standardized test scores. We find, averaging over all students (including those without vision problems), that this more comprehensive intervention increased the probability of passing the Florida Comprehensive Achievement Tests (FCATs) in reading and math by approximately 2.0 percentage points. We also present evidence that indicates that this impact fades out over time, indicating that follow‐up actions after the intervention may be necessary to sustain these estimated achievement gains. [ABSTRACT FROM AUTHOR]

Positive behavior support (PBS) strategies in early childhood, which include proactively structuring environments to support and positively reinforce healthy dietary and physical activity behaviors, are critical for preventing pediatric obesity, particularly among low-income, ethnic minority children. Existing evidence-based family-centered preventive interventions effectively impact parents' use of PBS strategies. Enhancing these programs to more directly target the key mechanisms of change specific to promoting children's healthy lifestyle behaviors could serve as the foundation for the next generation of effective protocols for preventing pediatric obesity. Two established programs that target PBS that can be feasibly implemented in a variety of service delivery systems using a multi-tiered, adaptive approach and the next steps of translation are discussed. [ABSTRACT FROM AUTHOR]

A key prediction of cognitive theories of gender development concerns developmental trajectories in the relative strength or rigidity of gender typing. To examine these trajectories in early childhood, 229 children (African American, Mexican American, and Dominican American) were followed annually from age 3 to 5 years, and gender-stereotypical appearance, dress-up play, toy play, and sex segregation were examined. High gender-typing was found across ethnic groups, and most behaviors increased in rigidity, especially from age 3 to 4 years. In addressing controversy surrounding the stability and structure of gender-typing it was found that from year to year, most behaviors showed moderately stable individual differences. Behaviors were uncorrelated within age but showed more concordance in change across time, suggesting that aspects of gender-typing are multidimensional, but still show coherence. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sociolinguistics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article reports on voluntary reading by students over the summer break and its impact on reading comprehension. The author suggests that minority and low-income readers fall behind in reading achievement during the summer months when compared with high-income white students. Two experiments are presented and the author concludes that books must be linked to student reading levels and interests. Teachers and parents also need to provide scaffolded support. Other topics include engagement with the text, summer loss, and book matching.

The 2006 Special Issue on Race, Ethnicity, and Culture in Child Development occurs 15 years after the 1990 Special Issue on Minority Children and marks roughly 50 years since the historic 1954 Brown v. Board of Education Supreme Court decision. This issue provides an assessment of how researchers have represented development of America's diverse youth. This commentary provides a perspective of the progress and needs inferred from the 1990 special issue. A consistent theme is the necessity to link research and developmental theorizing with the intentions of the Brown v. Board of Education decision, as the relevant integration is often left to legal scholars, Whiteness studies theorists, and a few child-development-focused researchers (e.g., Cross, 1991; Spencer, 2005 ). [ABSTRACT FROM AUTHOR]

Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person–environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3–95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination. [ABSTRACT FROM AUTHOR]

A 2-wave longitudinal study of personality in adolescence was conducted with data obtained at ages 12 and 17 years from approximately 60 European American and 60 second-generation Chinese American youth. At Time 1 they completed the Children's Personality Questionnaire and at Time 2 they completed the High School Personality Questionnaire and self-report measures of high school grades, depression, and self-esteem. Chinese American and European American adolescents became more similar to each other over time through developmental and acculturative processes. Adolescents of both ethnicities increased in Extraversion and Independence. Despite this general trend, the Chinese American youth continued to report lower levels of Extraversion than European American youth. Extraversion and Anxiety predicted school grades for European Americans and psychological adjustment for Chinese Americans. [ABSTRACT FROM AUTHOR]

Protective effects of ethnic identity on daily psychological well-being were examined in a sample of 415 ninth graders from Mexican and Chinese backgrounds. Utilizing daily diary assessments and multilevel modeling, adolescents with a greater regard for their ethnic group exhibited greater levels of daily happiness and less daily anxiety averaged over the 2-week study period. Ethnic regard moderated the daily association between normative stressful demands and happiness, and between stressful demands and happiness experienced 1 day after stressors occurred. Moderating effects were significant even after controlling for self-esteem. Although no buffering effects of ethnic centrality were found, the results point to the positive influence of ethnic regard in the daily lives of adolescents from ethnic minority backgrounds. [ABSTRACT FROM AUTHOR]

This study explored inter- and intraindividual immigrant group differences in children's English verbal ability over ages 6–16 in 4 racial/ethnic groups—White Americans, Black Americans, Mexican Americans, and Puerto Ricans ( N=2,136). Although all children's mean verbal scores increased with age, immigrant children (except for Black Americans) had lower scores than respective nonimmigrant children. In contrast, immigrant children (except for Mexican Americans) had more persistent verbal growth into adolescence than respective nonimmigrant children. Family resources moderately accounted for immigrant differences in children's mean verbal scores only. The findings support different theoretical models for understanding inter- and intraindividual immigrant differences in achievement. Mexican-American immigrants and Black American nonimmigrants were struggling and merit policy attention. [ABSTRACT FROM AUTHOR]

A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo (Kisumu, Kenya), and European descent (Porto Alegre, Brazil), evenly divided by social class. Examining children's naturally occurring engagement in school-relevant activities, both in and out of child care, revealed the importance of ecological context. The variation in activities was not explainable simply by cultural group (including race within the United States) or social class, but by the intersection of culture and class. The developmental implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

This study sought to unpack how immigration is associated with youths' educational choices during the transition to college and adulthood. Surveys and school records were collected on 789 youth (ages 18–25) with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. The results indicated generational differences in educational choices, such that children of immigrants chose courses of study with higher math and science content than that of their peers with U.S.-born parents. Mediation analyses indicated that children of immigrants reported higher social and economic aspirations than did their peers, and their economic aspirations accounted for part of the generational difference in educational choices. Generational differences in educational choices were also mediated by verbal achievement test scores and perceived English skills. [ABSTRACT FROM AUTHOR]

Urban minority children have higher rates of asthma morbidity due to multiple factors. Many school-based programs have been funded to improve asthma management, especially for these “high-risk” inner-city children with asthma. Here we report the outcomes of the Children’s Hospital of Orange County Breathmobile program, which is a school-based asthma program that combines the use of a mobile clinic and a pediatric asthma specialist. Baseline evaluations included a detailed history and physical, skin prick test to common allergens, spirometry measurements, and asthma severity classification based on the current National Asthma Education and Prevention Program guidelines. From April 2002 to September 2005, a total of 1321 children were evaluated for asthma. Analysis of the 1112 (84%) children diagnosed with asthma showed a population mean age of 7.8 years, 81% Latino ethnicity, and 73% with persistent disease. At baseline, only 24% of children with persistent asthma were on daily anti-inflammatory medications, which increased to 78% by the first follow-up visit. In the year prior to entry into the program, 64% had school absenteeism related to asthma (38% >10 days), 45% had emergency room (ER) visits (28% >1), and 19% had hospitalizations (9% >1). There was a significant reduction (p < .001) in the annual rates of ER visits, hospitalizations, and school absenteeism when comparing pre- and postentry into the program. These data suggest that a mobile asthma van clinic at the school site with an asthma specialist could be an effective model in reducing morbidity in the underserved child with asthma. Further studies are necessary to determine whether this model is applicable to other inner-city settings. (J Sch Health. 2006;76(6):313-319) [ABSTRACT FROM AUTHOR]

The author reflects on the issue of racism in the U.S. He mentions the ruling declared by the U.S. Supreme Court in a court case, Brown versus Board of Education, under which, racial discrimination in public schools is the violation of the rights of minority group children to have equal educational opportunities. He also highlights the contribution of this case in the fight against American apartheid.

Dental care is the most common unmet health care need of children. Those at increased risk for problems with oral health and access to care are from poor or minority families, lack health insurance, or have special health care needs. These factors place more than 52 percent of children at risk for untreated oral disease. Measures of access and parental report indicate unmet oral health needs, but do not provide guidance as to the nature of children's oral health needs. Children's oral health needs can be predicted from their developmental changes and position in the life span. their dependency and environmental context, and current demographic changes. Specific gaps in education include training of general dentists to care for infants and young children and those with special health care needs, as well as training of pediatric providers and other professionals caring for children in oral health promotion and disease prevention. Educational focus on the technical aspects of dentistry leaves little time for important interdisciplinary health and/or social issues. It will not be possible to address these training gaps without further integration of dentistry with medicine and other health professions. Children's oral health care is the shared moral responsibility of dental and other professionals working with children, parents, and society. Academic dental centers hold in trust the training of oral health professionals for society and have a special responsibility to train future professionals to meet children's needs. Leadership in this area is urgently needed. [ABSTRACT FROM AUTHOR]

Fernando Almeida Diniz, currently in the Faculty of Education at The University of Edinburgh and formerly Reader in Special Needs in Education at the University of Greenwich, considers the effects of 'institutionalised racism' on the education of black and ethnic minority children with special educational needs. [ABSTRACT FROM AUTHOR]

The article describes a 22-week family intervention program designed to prevent antisocial behavior in urban minority children. The program consists of a 22-week intervention that combines activities designed to enhance skills and communication and to build support networks. Four modes of intervention are used in the family prevention program. Multiple family groups are used to introduce each program unit. Their purpose is to provide information regarding the unit topic and facilitates support among families for incorporating the skills introduced. Meetings for each family alone are also scheduled and are meant to tailor the specific units of the program to the individual needs of the child/family. These meetings provide opportunities to practice the new skills introduced. Weekly telephone calls are made to facilitate continued involvement in the program. Finally, homework assignments reinforce practice of the skills. There are five phases in the family prevention program pre-engagement, joining and assessment, goal definition, intervention, and ending. Once families enter the program, they are expected to complete it in 22 weeks.

School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education. [ABSTRACT FROM AUTHOR]

The review acknowledges that research on the family and its contribution to achievement in ethnic minority children is important. Past research and theorizing suggest the need for new directions, however. For example, research in educational achievement predicts educational failure for African-American students and educational success for Asian-American students. Little differentiation is made either among African-Americans or among Asian-Americans of different cultural, language, immigration, and economic backgrounds. The theory and design of research on family and educational achievement have been influenced by prevailing societal stereotypes. Research and policy implications of this review include the need to move toward cultural/ecological theories of achievement socialization and development. [ABSTRACT FROM AUTHOR]

Discusses a proposed interconnectedness between the ecologies of ethnic minority families, adaptive strategies, socialization goals and child behavioral outcomes. Issues in the study of family ecologies of ethnic minority children; Ecological challenges facing ethnic minorities; Discussion of the adaptive strategies of such families.

Although there is growing recognition that social strain can be a source of considerable distress, few studies to date have examined the ways in which social support may moderate social strain. In this study, social strain was conceived of as a stressor in its own right, whose adverse effects were expected to be alleviated by social support. Participants were 157 pregnant, minority teenagers, all of whom were attending an alternative school for pregnant students. Life events and social strain were positively related to depression. In addition, a significant interaction between social strain and cognitive guidance was found. The pattern of findings suggests that cognitive guidance may intervene between the experience of problematic social exchanges and the onset of depression. Implications of these findings for future research and intervention are discussed. [ABSTRACT FROM AUTHOR]

Black and minority ethnic children in need of protection receive a poor response from heath and social services. Practitioners are reluctant to intervene, and when intervention does take place it reflects a eurocentric approach that fails to engage with the ethnic diversity of vulnerable children. Increasing the levels of safety for all children, black and white, suffering or likely to suffer significant harm, requires taking positive action: collecting ethnically relevant data, a commitment to an equitable distribution of resources, consulting children and parents and involving them in planning and designing services. [ABSTRACT FROM AUTHOR]

The article discusses the factors leading to low scores obtained by Negro children after a normative study regarding the intelligence and achievement of a large minority group was conducted by the Human Development Clinic at Florida State University in 1960-1961. The findings resulted to the lowest socioeconomic and culturally deprived level of American society which is due to the socioeconomic level of the children, obtained through interviews with teachers and examination of the school records. It was determined by three important social variables in the home situation, educational level of the parents, source of income and their job description of the status parents.

Talks about research on the development of minority children in the United States. Method for researching minority child development; Societal and personal meanings of minority; Assessment of teaching methods and interpretive paradigms governing the educational system.