The Interaction between Cultural and Environmental Factors in Children’s Development

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: 16 October 2024 | Viewed by 1406

Special Issue Editors


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Guest Editor
Department of Psychology, College of Humanities and Social Sciences, California State University, Fullerton, CA 92831, USA
Interests: prosocial development; executive function skills; planning and problem-solving; cross-cultural comparisons; indigenous communities

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Guest Editor
Child and Adolescent Studies, College of Health and Human Development, California State University, Fullerton, CA 92831, USA
Interests: dual language learners/english language learners; latinx parents; access to social service; latinx parents leadership development; parenting; educational experiences

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Guest Editor
Department of Psychology, University of La Frontera, Temuco 4780000, Chile
Interests: indigenous children; cultural development; collaboration; language acquisition

Special Issue Information

Dear Colleagues,

Decades of research have used Western, Educated, Industrialized, Rich, and Democratic (WEIRD) communities to build an understanding of what children’s development looks like, often taking what is culturally specific as universally normative, leading to biased results. As researchers around the world challenge the deficit framing of minoritized children’s development and the limitations of basing our understanding of development on WEIRD samples, our need to broaden our understanding of the role of culture on development and what optional development looks like has become crucial to creating a more inclusive developmental science.

Additionally, previous research has established the intricate link between culture and children’s development (Cole). However, the influence of culture has recently been acknowledged as not only having a macro influence on children’s development, but also their micro influence on their environments (Velez-Agosto et al., 2017). The historic focus of culture as a macro influence and the consistent framing of culture as a potential deficit influence for children’s development have limited our ability to value and explore the intricacies of these interrelated processes, and how they can support children’s healthy development. Therefore, we are obligated to explore the dynamics of these interrelated processes and how culturally situated developmental goals and values guide children’s everyday experiences and their interactions in their specific social and physical environments if we are to truly understand the development of minoritized children.

Therefore, the aim of this Special Issue is to select a representative set of empirical articles that attempt to shed light on how culture (including social and physical environments) impacts children’s everyday experiences. The articles can take a multidisciplinary perspective (psychology, education, anthropology, cognitive neuroscience, etc.), address various aspects of development (language, social, emotional, cognitive, moral, and prosocial development, as well as academic achievement), and various environmental factors (e.g., parenting, community practices, education, and accessing services)

We welcome all submissions related to the above-mentioned topics from various underserved communities around the world with particular attention paid to BILPOC communities (Black Indigenous Latinx and People of Color).

The tentative completion schedule is as follows:
Abstract submission deadline: March 25, 2024
Notification of abstract acceptance: April 15, 2024
Proposed submission deadline: October 16, 2024

Dr. Lucía Alcalá
Dr. Guadalupe Díaz Lara
Dr. Paula Alonqueo
Guest Editors

Manuscript Submission Information

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Keywords

  • culture
  • child development
  • cultural variation
  • environmental influences
  • BILPOC

Published Papers (1 paper)

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Research

20 pages, 790 KiB  
Article
Understanding Working Memory and Mathematics Development in Ethnically/Racially Minoritized Children through an Integrative Theory Lens
by Dana Miller-Cotto, Andrew D. Ribner and Leann Smith
Behav. Sci. 2024, 14(5), 390; https://doi.org/10.3390/bs14050390 - 6 May 2024
Viewed by 902
Abstract
Limited research on working memory has centered on ethnically/racially minoritized children, thereby limiting researchers’ abilities to draw conclusions about working memory or to provide additional supports in cultivating working memory for these children. Using the Integrative Theory as a lens, the current study [...] Read more.
Limited research on working memory has centered on ethnically/racially minoritized children, thereby limiting researchers’ abilities to draw conclusions about working memory or to provide additional supports in cultivating working memory for these children. Using the Integrative Theory as a lens, the current study explored the predictive benefit of parent academic socialization strategies on the working memory and subsequent mathematics skills of a nationally representative sample of ethnically/racially minoritized children. Using structural equation modeling techniques, a path model including social position; family structure; leisure activities; parent academic socialization strategies; and their association with kindergarten Asian/Asian-American (N = 1211), Black (N = 1927), and Latine (N = 3671) children’s working memory and first-grade mathematics skills were examined. Furthermore, multigroup moderation was used to test for differences between ethnic/racial groups. Connections to social capital theory, community cultural wealth, and culturally relevant interpretations of the study findings are discussed. Full article
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