Racial Stereotyping and Child Development (Contributions to Human Development)

Free download. Book file PDF easily for everyone and every device. You can download and read online Racial Stereotyping and Child Development (Contributions to Human Development) file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Racial Stereotyping and Child Development (Contributions to Human Development) book. Happy reading Racial Stereotyping and Child Development (Contributions to Human Development) Bookeveryone. Download file Free Book PDF Racial Stereotyping and Child Development (Contributions to Human Development) at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Racial Stereotyping and Child Development (Contributions to Human Development) Pocket Guide.

Williams, J. Valencia-Garcia, D. Journal of Immigrant and Minority Health, 19, Hispanic Journal of Behavioral Sciences, 39 1 , Philbin, S. Luchamos por nuestros hijos : Latino immigrant parents strive to protect their children from the deleterious effects of anti-immigration policies. Children and Youth Services Review, 63, Rubio-Hernandez, S.

Children and Youths Services Review, 60, Brabeck, K. The influence of immigrant parent legal status on U.

1 Introduction

Applied Developmental Science, 20 4 , Abstract: The present study investigated the relationship between immigrant parent legal status and academic performance among U. Santiago, C. Mental health among Mexican-origin immigrant families: The roles of cumulative sociodemographic risk and immigrant-related stress. Race and Social Problems, 10, Abstract: The current study examined the unique effects of cumulative sociodemographic risk and immigrant-related stress on mental health symptoms among Mexican-origin immigrant parents and their school-age children. Further, this study tested whether the effects of cumulative sociodemographic risk and immigrant-related stress on child mental health were mediated by parent mental health.

Related Stories

Participants included Mexican-origin immigrant families. Immigrant-related stress was found to predict parent mental health, which in turn predicted child mental health. Cumulative sociodemographic risk did not predict parent or child mental health. Mental health symptoms generally decreased over time, but for children, change in mental health symptoms depended on parent mental health symptoms.

Non, A. This study investigates the range of psychosocial stress exposures and coping mechanisms of Mexican immigrant mothers, and implications for the health of their US-born children.

2018 Young Scholars (Cohort 15)

Focus groups elicited challenges and benefits of life as an immigrant mother. These results highlight the importance of developing new questionnaires to elicit stress exposures for Mexican immigrant mothers. Findings also suggest the value of intervention strategies and social policies that would ultimately improve maternal and child health in this marginalized population. Sullivan, A. Demography and early academic skills of students from immigrant families: The kindergarten class of School Psychology Quarterly, 31 , Descriptive statistics were used to estimate the sociodemographic characteristics of this population.

Regression was used to examine the relations between nativity, child characteristics, and family characteristics to reading and mathematics skills in kindergarten. These students were more racially, linguistically, and socioeconomically diverse than students from U. These results indicate the importance of considering parent nativity when examining the outcomes and needs of students from immigrant families. Adair, J. Harvard Educational Review , 3 , Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers.

Drawing on empirical work with more than two hundred superintendents, administrators, teachers, parents, and young children, they recount how caring, experienced educators explained that Latinx immigrant students could not handle dynamic, agentic learning experiences because they lacked vocabulary and how the children in those classrooms said that learning required still, obedient, and quiet bodies. Green, Tiffany L. Abstract: The birth experiences and prenatal behaviors of Black immigrant mothers have received relatively little attention. Literature has focused in recent years on birth outcomes among immigrant mothers compared to native-born mothers, and within-group differences in infant health among Blacks.

This report compares prenatal behaviors and birth outcomes of Black immigrant mothers to those of other immigrant and U. It finds that Black immigrant mothers are less likely to give birth to preterm or low-birth-weight infants than U. Pandya, J. Digital literacies through an intersectional lens: The case of Javier.

  1. Finding the Eye.
  2. Teachers' implicit bias against black students starts in preschool, study finds.
  3. Services on Demand?

Abstract: The purpose of this paper is to examine, through an intersectional lens, how digital video composing can be an act of redistributive social justice for students with learning disabilities. The authors describe how he made meaning in various modes, across modes, and how his intersectional identities inflected his meaning-making and were visible in his video artifacts. Javier was an able digital composer, made meaning across modes and was attentive to audience. Javier was able to compose semiotically powerful messages with socially powerful digital tools. Children traditionally underserved by innovations in digital making should not be left out.

New York, NY: Routledge.

Golden, N. Understanding identity and positioning for responsive critical literacies. Literacy, 51 , Multimodal, digital composition for children with autism: Lessons on process, product, and assessment. Language Arts, 93 , Transnational children orchestrating competing voices in multimodal, digital autobiographies. Teachers College Record, 7. Rojas-Flores, L. Trauma, psychological distress, and parental immigration status: Latino citizen children and the threat of deportation.

Countering Gender Discrimination and Negative Gender Stereotypes: Effective Policy Responses

Multiagent child, parent, teacher, clinician and standardized assessments were conducted at baseline to assess for child trauma and psychological distress. Analyses indicate that PTSD symptoms as reported by parent were significantly higher for children of detained and deported parents compared to citizen children whose parents were either legal permanent residents or undocumented without prior contact with immigration enforcement.

Similarly, findings revealed differences in child internalizing problems associated with parental detention and deportation as reported by parent as well as differences in overall child functioning as reported by clinician. In addition, teachers reported higher externalizing for children with more exposure to PTEs. Trauma-informed assessments and interventions are recommended for this special population. Thomas, K.

  • Correction?
  • Erin Bogan;
  • Guide for Selecting Anti-Bias Children's Books - Teaching for Change : Teaching for Change.
  • Prejudice and Discrimination in Psychology | Simply Psychology.
  • Conformity as an Explanation of Prejudice and Discrimination!
  • Martin, Danny Bernard | College of Education | University of Illinois at Chicago.
  • Despite relatively low educational attainment, English-speaking Black Caribbean immigrants earn more in the U. This earnings gap may be explained in part by the fact that Caribbean immigrants tend to have been in the United States longer and have greater English-language proficiency.

    Dearing, E. John, T.

    Black Women’s Identity: Stereotypes, Respectability and Passionlessness ()

    Can community and school-based supports improve the achievement of first-generation immigrant children attending high-poverty schools? Child Development, 87 3 , The intervention was designed to help schools identify developmental strengths and barriers to learning and, in turn, connect children to community and school supports aligned with their strengths and needs. By exploiting within-school changes in the implementation of the intervention, the present study revealed statistically and practically significant treatment effects indicating improvements in math and reading achievement at the end of elementary school.

    In addition, the intervention appears to considerably narrow achievement gaps between English language learners and immigrant children proficient in English. Nepomnyaschy, L. Father Involvement and Childhood Injuries. Journal of Marriage and Family 77 3 , Abstract: Unintentional injury is the leading cause of death for children in the United States. Child Support in Immigrant Families. Population Research and Policy Review 33 6 , Rasmussen, A.

    American Journal of Community Psychology, 61 , Abstract: Immigrants make up large proportions of many low-income neighborhoods, but have been largely ignored in the neighborhood safety literature.

    Aims of the study were 1 to identify pre-migration correlates e. That child separation was positively associated with safety perceptions suggests that the processes that facilitate parent-child separation might be reconceptualized as strengths for transnational families. Ahmed, S. Changes in social status and post-migration mental health among West African immigrants. American Journal of Orthopsychiatry.

    Bronchetti, E. Public insurance expansions and the health of immigrant and native children. Journal of Public Economics, , My results also suggest improvements in some health measures that would be expected to respond to preventive and ambulatory care. Project Title: Safe to Play? Brewer, M.