Download Adolescent Diversity in Ethnic, Economic, and Cultural by Raymond Montemayor, Gerald R. Adams, Thomas P. Gullotta PDF

By Raymond Montemayor, Gerald R. Adams, Thomas P. Gullotta

This ebook summarizes and integrates concept and study on youngsters from a variety of ethnic, fiscal, and geographic contexts. The publication goals to offer a extra balanced photograph of those understudied and misunderstood youngsters via targeting confident, fit improvement.

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1), S95-S120. Colletta, N . , & Lee, D. (1983). The impact of support for Black adolescent mothers. Journal of Family Issues, 4,127-143. Comer, J. P. (1980). School power. N e w York: Free Press. Council of the Great City Schools. (1992). National urban education goals: Baseline indicators, 1990-91. W a s h i n g t o n , DC: Author. , & James, F. (1990). A c o m p a r i s o n of Black and H i s p a n i c p o v e r t y in large cities of the S o u t h w e s t . Hispanic Journal of Behavioral Sciences, 12,50-75.

A. (1993). The trend in inequality a m o n g families, individuals, a n d w o r k e r s in the U n i t e d States: A twenty-five year perspective. In S. D a n z i g e r & P. ), Uneven tides: Rising inequality in America (pp. 19-97). N e w York: Russell Sage Foundation. Kozol, J. (1991). Savage inequalities: Children in America's schools. N e w York: C r o w n . Linn, M. C. (1983). Content, context and process in reasoning. Journal of Early Adolescence, 3, 63-82. Luthar, S. S. (1991). Vulnerability and resilience: A s t u d y of high-risk adolescents.

D o risk or protective b a s e s in earlier d e v e l o p m e n t — d e p t h of family or n e i g h b o r h o o d p o v e r t y , family s t r u c t u r e , stressful life events—relate to later c o m p e t e n c e profiles in direct, c u m u l a t i v e , indirect, or m e d i a t e d w a y s ? D o indirect or m e d i a t e d effects of these factors o n c o m p e t e n c e occur differentially t h r o u g h t h e adolescents' experience of hassles, s u p p o r t , or i n v o l v e m e n t across different p r o x i m a l settings, s u c h as family, p e e r , school, n e i g h b o r h o o d , or c h u r c h ?

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