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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Additional info for Adolescent Diversity in Ethnic, Economic, and Cultural Contexts
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 ?