A Cultural-Ecological Model of Migration and Development: Focusing on Latino Immigrant Youth

Autor/inn/en	Perreira, Krista M.; Smith, Luke
Titel	A Cultural-Ecological Model of Migration and Development: Focusing on Latino Immigrant Youth
Quelle	In: Prevention Researcher, 14 (2007) 4, S.6-9 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4385
Schlagwörter	Adolescent Development; Intervention; Ecology; Migration; Immigrants; Prevention; Hispanic Americans; Health Education; Cultural Awareness; Family Environment; Individual Characteristics; Land Settlement; Ethnicity; Public Policy + Suchen Sie Ihr Suchwort? Ökologie; Immigrant; Immigrantin; Immigranten; Prävention; Vorbeugung; Hispanic; Hispanoamerikaner; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Cultural identity; Kulturelle Identität; Familienmilieu; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Siedlungsraum; Ethnizität; Öffentliche Ordnung
Abstract	If current trends continue, over 20% of American children will be the children of immigrants and many will be Latino within the next decade (Urban Institute, 2006). Thus, health, education, and prevention professionals will likely work with immigrant youth at some point in their careers. This article provides professionals with a cultural-ecological model for understanding the experiences and social identities of immigrant youth, especially Latino immigrant youth. This model builds on research arguing that cultures, lifestyles, and developmental outcomes among ethnic minority children reflect adaptive responses to contextual demands in their families, schools, and neighborhoods. Additionally, it builds upon scholarship that places the development of immigrant youth in the context of migration and settlement. This perspective rejects deficit models that presume that normative development for children in white middle-class families should be the basis for development in non-white ethnic minority families. Instead, in this article, the authors argue that adaptive developmental pathways for the children of immigrants and ethnic minority youth can be best understood as a function of five major constructs: (1) Child Characteristics; (2) Family Context; (3) Context of Migration; (4) Context of Settlement; and (5) Ethnic Identification. The article concludes with a discussion of this model's implication for policy and practice. (Contains 1 figure and 1 table.) (ERIC).
Anmerkungen	Integrated Research Services, Inc. 66 Club Road Suite 370, Eugene, OR 97401. Tel: 800-929-2955; Fax: 541-683-2621; Web site: http://www.tpronline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10