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Developing Cross-Cultural Competence: A Guide for Working With Young Children and Their Families
01 May 1995-
TL;DR: Explores the difficulties involved in adapting to a different culture and provides strategies for effective cross-cultural interactions with families of infants, preschoolers and young children.
Abstract: Second edition. Examines the role that culture plays in families' and professionals' beliefs, values and behaviours. Explores the difficulties involved in adapting to a different culture and provides strategies for effective cross-cultural interactions with families of infants, preschoolers and young children. Aimed at teachers.
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TL;DR: In this paper, a study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars, as defined by the authors.
Abstract: This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information ...
2,042 citations
TL;DR: In this paper, focus groups were conducted with adult family members of children with and without disabilities and service providers and administrators to identify indicators of professional behavior facilitative of collaborative partnerships, including commitment, commitment, equality, skills, trust, and respect.
Abstract: The development of collaborative partnerships between parents and professionals is too often unsuccessful. One reason for this failure may be the lack of empirical understanding of the components of interpersonal partnerships. Using qualitative inquiry, 33 focus groups were conducted with adult family members of children with and without disabilities and service providers and administrators. In addition, 32 individual interviews were conducted with non-English-speaking parents and their service providers. Indicators of professional behavior facilitative of collaborative partnerships were identified. These indicators were organized into six broad themes: (a) Communication, (b) Commitment, (c) Equality, (d) Skills, (e) Trust, and (f) Respect. The specific meaning of each theme is described, including similarities and differences between professionals and family members. Policy, practice, and future research implications are discussed.
531 citations
TL;DR: Hierarchical regression analyses determined that among all of the independent variables, age, acculturation, and cultural adjustment difficulties had significant predictive effects on mental health symptoms.
Abstract: This study of Chinese, Japanese, and Korean immigrant junior high and high school students (N = 319) investigated the association between age, acculturation, cultural adjustment difficulties, and general mental health concerns. Hierarchical regression analyses determined that among all of the independent variables, age, acculturation, and cultural adjustment difficulties had significant predictive effects on mental health symptoms. Implications for theory, research, and practice are addressed, particularly as they relate to developmental issues among immigrant youths.
364 citations
TL;DR: The authors examined the relationship between parenting and children's school readiness within socioeconomically comparable samples of African American and Euro-American kindergarten children, mothers, and teachers, and found that ethnicity moderated the relationships between parental school involvement and children' premath performance.
Abstract: Relationships between parenting and children's school readiness were examined within socioeconomically comparable samples of African American and Euro-American kindergarten children, mothers, and teachers. The moderating role of family income and ethnicity for the relationships between parenting behaviors, parental expectations, and school involvement and children's early school performance were also examined. Although there were many similarities across ethnic groups in the relationships between parenting and school performance, family income moderated the relationship between parenting behaviors and prereading scores: Parenting had a much stronger relationship with prereading performance for lower income families than for higher income families. Ethnicity moderated the relationships between parental school involvement and children's premath performance. Implications of these findings for prevention and intervention programs are discussed.
359 citations