Children's Social Worlds in Cultural Context
(Sprache: Englisch)
This book addresses cultural variability in children's social worlds, examining the acquisition, development, and use of culturally relevant social competencies valued in diverse cultural contexts. It discusses the different aspects of preschoolers' social...
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Klappentext zu „Children's Social Worlds in Cultural Context “
This book addresses cultural variability in children's social worlds, examining the acquisition, development, and use of culturally relevant social competencies valued in diverse cultural contexts. It discusses the different aspects of preschoolers' social competencies that allow children - including adopted, immigrant, or at-risk children - to create and maintain relationships, communicate, and to get along with other people at home, in daycare or school, and other situations. Chapters explore how children's social competencies reflect the features of the social worlds in which they live and grow. In addition, chapters examine the extent that different cultural value orientations manifest in children's social functioning and escribes how parents in autonomy-oriented cultures tend to value different social skills than parents with relatedness or autonomous-relatedness orientations. The book concludes with recommendations for future research directions.Topics featured in this book include:
- Gender development in young children.
- Peer interactions and relationships during the preschool years.
- Sibling interactions in western and non-western cultural groups.
- The roles of grandparents in child development.
- Socialization and development in refugee children.
- Child development within institutional care.
Children's Social Worlds in Cultural Context is a valuable resource for researchers, clinicians/practitioners, and graduate students in developmental psychology, child and school psychology, social work, cultural anthropology, family studies, and education.
Inhaltsverzeichnis zu „Children's Social Worlds in Cultural Context “
Chapter 1: An Introduction to the Role of Culture in Children's Social World Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons
Section I: What Children Learn
Chapter 2: Children's Social Development: Developing Selves and Expanding Social Worlds
Pirko Tõugu
2.1: Play in Different Cultural Contexts 2.2: Gender Differences in Play
2.3: Socialization of Social Rules in Peer Play
2.4: Reminiscing and Personal Recollections
2.5: Gender Differences in the Development of Recollections
2.6: Conclusions
Chapter 3: Children's Management of Attention as Cultural Practice
Rebeca Mejía Arauz, Amy L. Dexter, Barbara Rogoff, and Itzel Aceves-Azuara
3.1: Cultural Differences in Attention to Surrounding Events
3.1.1: Cultural Differences in Third-party Attention
3.1.2: Cultural Differences in Simultaneous Attention
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3.2: Attentiveness is an Aspect of How Learning is Organized
3.3: Patterns of Attention across Five Communities in Two Nations
3.3.1: The Five Communities
3.3.1.1: Two Communities with Indigenous Practices
3.3.1.1.1: Indigenous Heritage Mexican Town
3.3.1.1.2: Pueblo US Immigrant 3.3.1.2: Three Extensively Schooled Communities
3.3.1.2.1:European-American Middle-Class
3.3.1.2.2: Cosmopolitan Mexican
3.3.1.2.3: Nouveau Cosmopolitan Mexican
3.3.2: Children's Attention during an Informal Demonstration 3.3.2.1: Simultaneous Attention
3.3.2.2: Alternating Attention
3.4: Conclusions
3.4.1: Attention Management is Embedded in Cultural Practices Organizing Children's Learning3.4.2: A Focus on Practices Facilitates Studying Dynamic Processes
Chapter 4: Culture, Communication and Socio-Cognitive Development: Understanding the Minds of Others
Mele Taumoepeau
4.1: Theory-of-Mind Understanding across Cultures
4.2: Cross-cultural Variations in Theory-of-Mind Performance
4.3: Theories of Social Understanding
4.4: Social Correlates of Theory-of-Mind
4.4.1: Talking about the Child's and Others' Minds
4.4.2: Reminiscing and Mental State Understanding
4.5: Cross-cultural Differences in Parental Interaction Style
4.6: Are Conversations about Mental States Important for Social Understanding across Cultures?
4.7: Broadening our Conceptualization of Social Understanding
4.8: Conclusions
Chapter 5: Emotional Development: Cultural Influences on Young Children's Emotional Competence
Nicole B. Capobianco, Caitlin D. Bush, and Deborah L. Best
5.1: Early Emotional Development
5.1.1: Primary, Basic Emotions
5.1.2: Secondary, Self-Conscious Emotions
5.2: Emotional Competence
5.2.1: Emotional Expressiveness
5.2.2: Emotion Knowledge
5.2.3: Emotion Regulation
5.3: Emotion Socialization
5.4: Agents of Emotion Socialization
5.4.1: Parents
5.4.1a: Social Referencing
5.4.1b: Joint Emotional Reminiscing
5.4.1c: Display Rules5.4.2: Peers
5.4.3: Teachers
5.5: Differences in Emotion Socialization
5.5.1: Gender Differences
5.5.2: Socioeconomic Status Differences
5.6: Conclusions
Chapter 6: Young Children's Gender Development
Deborah L. Best and Judith L. Gibbons 6.1: Biology and Gender
6.2: Socialization of Gender
6.2.1: Importance of Child Gender for Parents
6.2.2: Parent Expectations and Behavior
6.2.2a: Parent Expectation
6.2.2b: Parent Behaviors 6.2.2c: Task Assignment
6.2.3: Peer Influences
6.2.4: Children's Self-Socialization
6.3: Children's Gendered Behaviors and Beliefs
6.3.1: Gender Schemes and Preferences
6.3.2: Gender Activities and Tasks
6.3.3: Gender Behavior Differences
6.3.4: Gender Stereotypes
6.3.5: Gender Non-Conforming Children
6.4: Conclusions
Chapter 7: Sharing and Caring: Prosocial Behavior in Young Children around the WorldKatelyn E. Poelker and Judith L. Gibbons
7.1: Defining Prosocial Behavior
7.2: Developmental Patterns of Prosocial Behavior
7.3: Emotion Socialization, Social-Cognitive Processes, and Prosocial Behavior
7.4: Gender Differences in Prosocial Behavior7.5: Motivations for Prosocial Behavior
7.6: Cross-Cultural Prosocial Behavior in Early Childhood
7.7: Circumstances that Promote Helping
7.8: Conclusions
Chapter 8: Peer Interactions: Culture and Peer Conflict during Preschool Years
Anni Tamm
8.1: Autonomy and Relatedness Values Shape Peer Interactions 8.2: Methodological Issues in Studies on Early Peer Conflict
8.2.1: Definition of Conflict 8.2.2: Real or Hypothetical Conflicts
8.2.3: Situational Factors 8.2.4: Children's Age
8.3: The Role of Culture in Early Peer Conflict 8.3.1: North America and East Asia
8.3.2: East Asia 8.3.3: Middle East
8.3.4: Western and Southwestern Europe 8.4: Conclusions
Chapter 9: Together or Better Singular? German Middle Class Children's Problem Solving in Dyads and Triads
Heidi Keller, Swantje Decker, and Paula Döge
9.1: Children's Dyadic Interactions
9.1.1: Interactions in the Family
9.1.2: Children's Interactions outside the Family: Teachers and Caregivers
9.1.3: Free Play and Autonomy
9.2: Children's Play Patterns
9.3: Culture and Mothers' Level of Education
9.4: Other Variables that Affect Cooperation 9.5: A Study of Children's Cooperation'
9.6: Socialization within Western Middle Class Familiesl 9.6.1: Psychological Autonomy
9.6.2: Cooperation
9.7: Gender Socialization
9.8: Implications
9.9: Conclusions
Section II: Socialization of Young Children
Chapter 10: Parenting: Talking with Children across Cultural Contexts
Tiia Tulviste
10.1: Cultural Variability in Social Context at Home
10.2: Family Conversations and Learning to Talk
10.3: Ways of Talking with Children 10.4: Culturally Valued Ways of Talking
10.5: Family Conversations across Interaction Contexts
10.6: Learning to Talk in Culture-specific Ways
10.7: Cultural Meaning of Speech Addressed to Children
10.8: Culturally Valued Conversational Topics
10.9: Children's Contributions
10.10: Changing Developmental Contexts 10.11: Conclusions
Chapter 11: The Sibling Relationship in Ecocultural Context
Ashley E. Maynard
11.1: An Ecocultural Theory of Sibling Relationships
11.2: Finding Out about Siblings
11.3: Who Is a Sibling?
11.4: Influences on Sibling Interactions in Western Cultural Groups
11.5: How Do Siblings Relate in Non-Western Cultural Groups?
11.5.1: Sibling Caretaking
11.6: Influences of Sibling Interactions on Social and Emotional Development
11.7: Influences of Sibling Interactions on Cognitive Development
11.7.1: Sibling Teaching
11.8: The Impact of Sibling Interactions on Language Development
11.9: Conclusions
Chapter 12: The Roles of Grandparents in Child Development: A Cultural Approach
David W. Shwalb, Ziarat Hossain, and Giovanna Eisberg
12.1: Grandparents' Influences on Young Grandchildren
12.2: Grandparents' Influences on Parents of Young Children
12.3: Comparisons of Grandparents within and between Cultural Groups
12.4: Variations in Children's Social Worlds, and Impact on Grandparental Roles
12.5: Variations in Social Competencies Valued between Cultural Groups, and Their Impact on Grandparental Roles
12.6: Conclusions
Chapter 13: Japanese Preschool Approaches to Supporting Young Children's Social- Emotional Development
Akiko Hayashi
13.1: Method 13.1.1: The Teddy Bear Fight
13.1.2: Mimamoru: The Logic of Watching and Waiting
13.2: Sympathetic Identification and Legitimate Peripheral Participation
13.3: Collective Regulation 13.4: Providing Opportunities for Peripheral Participation
13.4.1: Seeing Both Individuals and Groups 13.5: Childlike Children
13.6: Taking a Long Perspective
13.7: Conclusions
Section III: Children in Unique and Challenging Circumstances
Chapter 14: Socialization and Development of Refugee Children: Chances of Childcare
Julian Busch and Birgit Leyendecker
14.1: Motives for Migration
14.2: Contexts of Refugees14.3: Childcare as a Complementing Context for the Development and Socialization of Refugee Children
14.3.1: Aims and Challenges in Childcare with Refugees 14.3.2: Transitions of Refugee Children
14.3.3: Institutional Childcare Challenges Diverse Practices of Child Rearing 14.3.4: Functional Embeddedness of Childcare in a Society
14.4: Understanding the Influence of Diverse Contexts on Child Development and Socialization 14.4.1: Physical and Social Settings
14.4.2: Customs of Childcare
14.4.3: Psychology of the Caretakers
14.4.4: Complex Developmental Niches for Refugee Children
14.5: Adapting Childcare for Diverse Families
14.5.1: Effects of Childcare
14.5.1a: Pre-academic Skills
14.5.1b: Socio-emotional Development
14.5.1c: Establishing Partnerships with Refugee Parents14.5.2: How Can Childcare for Recently Arrived Refugee Children BeOrganized?
14.5.3: Adapted Childcare for Refugees: "Bridging Projects" in Germany
14.6: Conclusions
Chapter 15: Children's Perspectives of Risk and Protection Yael Ponizovsky-Bergelson, Dorit Roer-Strier, Yael Dayan and Nira Wahle
15.1: Risk and Protection Discourse in Israel
15.2: Context-Informed Perspective on Risk and Protection
15.3: Children's Perspectives
15.4: Purpose and Procedure of Current Study
15.5: Findings of Children's Perspectives on Risk and Protection
15.5.1: Behavior that Prevents Danger (Risks).
15.5.2: Protection from Danger
15.6: Influence of Context
15.7: Conclusions
Chapter 16: Young Children in Institutional Care: Characteristics of Institutions, Children's Development, and Interventions in Institutions
Megan M. Julian, Junlei Li, Annie Wright, and Pamela A. Jimenez-Etcheverria
16.1: Social Environments of Institutions around the World
16.1.1: Russia
16.1.2: China
16.1.3: Ghana
16.1.4: Chile
16.2: Development of Children Who Have Experienced Institutional Care
16.3: Interventions to Improve Social-Emotional Care within Institutions
16.3.1: The St. Petersburg-USA Project
16.3.2: Simple Interactions
16.4: Conclusions
Section IV: Conclusions
Chapter 17: Children's Culturally Enriched Social Development
Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons
3.2: Attentiveness is an Aspect of How Learning is Organized
3.3: Patterns of Attention across Five Communities in Two Nations
3.3.1: The Five Communities
3.3.1.1: Two Communities with Indigenous Practices
3.3.1.1.1: Indigenous Heritage Mexican Town
3.3.1.1.2: Pueblo US Immigrant 3.3.1.2: Three Extensively Schooled Communities
3.3.1.2.1:European-American Middle-Class
3.3.1.2.2: Cosmopolitan Mexican
3.3.1.2.3: Nouveau Cosmopolitan Mexican
3.3.2: Children's Attention during an Informal Demonstration 3.3.2.1: Simultaneous Attention
3.3.2.2: Alternating Attention
3.4: Conclusions
3.4.1: Attention Management is Embedded in Cultural Practices Organizing Children's Learning3.4.2: A Focus on Practices Facilitates Studying Dynamic Processes
Chapter 4: Culture, Communication and Socio-Cognitive Development: Understanding the Minds of Others
Mele Taumoepeau
4.1: Theory-of-Mind Understanding across Cultures
4.2: Cross-cultural Variations in Theory-of-Mind Performance
4.3: Theories of Social Understanding
4.4: Social Correlates of Theory-of-Mind
4.4.1: Talking about the Child's and Others' Minds
4.4.2: Reminiscing and Mental State Understanding
4.5: Cross-cultural Differences in Parental Interaction Style
4.6: Are Conversations about Mental States Important for Social Understanding across Cultures?
4.7: Broadening our Conceptualization of Social Understanding
4.8: Conclusions
Chapter 5: Emotional Development: Cultural Influences on Young Children's Emotional Competence
Nicole B. Capobianco, Caitlin D. Bush, and Deborah L. Best
5.1: Early Emotional Development
5.1.1: Primary, Basic Emotions
5.1.2: Secondary, Self-Conscious Emotions
5.2: Emotional Competence
5.2.1: Emotional Expressiveness
5.2.2: Emotion Knowledge
5.2.3: Emotion Regulation
5.3: Emotion Socialization
5.4: Agents of Emotion Socialization
5.4.1: Parents
5.4.1a: Social Referencing
5.4.1b: Joint Emotional Reminiscing
5.4.1c: Display Rules5.4.2: Peers
5.4.3: Teachers
5.5: Differences in Emotion Socialization
5.5.1: Gender Differences
5.5.2: Socioeconomic Status Differences
5.6: Conclusions
Chapter 6: Young Children's Gender Development
Deborah L. Best and Judith L. Gibbons 6.1: Biology and Gender
6.2: Socialization of Gender
6.2.1: Importance of Child Gender for Parents
6.2.2: Parent Expectations and Behavior
6.2.2a: Parent Expectation
6.2.2b: Parent Behaviors 6.2.2c: Task Assignment
6.2.3: Peer Influences
6.2.4: Children's Self-Socialization
6.3: Children's Gendered Behaviors and Beliefs
6.3.1: Gender Schemes and Preferences
6.3.2: Gender Activities and Tasks
6.3.3: Gender Behavior Differences
6.3.4: Gender Stereotypes
6.3.5: Gender Non-Conforming Children
6.4: Conclusions
Chapter 7: Sharing and Caring: Prosocial Behavior in Young Children around the WorldKatelyn E. Poelker and Judith L. Gibbons
7.1: Defining Prosocial Behavior
7.2: Developmental Patterns of Prosocial Behavior
7.3: Emotion Socialization, Social-Cognitive Processes, and Prosocial Behavior
7.4: Gender Differences in Prosocial Behavior7.5: Motivations for Prosocial Behavior
7.6: Cross-Cultural Prosocial Behavior in Early Childhood
7.7: Circumstances that Promote Helping
7.8: Conclusions
Chapter 8: Peer Interactions: Culture and Peer Conflict during Preschool Years
Anni Tamm
8.1: Autonomy and Relatedness Values Shape Peer Interactions 8.2: Methodological Issues in Studies on Early Peer Conflict
8.2.1: Definition of Conflict 8.2.2: Real or Hypothetical Conflicts
8.2.3: Situational Factors 8.2.4: Children's Age
8.3: The Role of Culture in Early Peer Conflict 8.3.1: North America and East Asia
8.3.2: East Asia 8.3.3: Middle East
8.3.4: Western and Southwestern Europe 8.4: Conclusions
Chapter 9: Together or Better Singular? German Middle Class Children's Problem Solving in Dyads and Triads
Heidi Keller, Swantje Decker, and Paula Döge
9.1: Children's Dyadic Interactions
9.1.1: Interactions in the Family
9.1.2: Children's Interactions outside the Family: Teachers and Caregivers
9.1.3: Free Play and Autonomy
9.2: Children's Play Patterns
9.3: Culture and Mothers' Level of Education
9.4: Other Variables that Affect Cooperation 9.5: A Study of Children's Cooperation'
9.6: Socialization within Western Middle Class Familiesl 9.6.1: Psychological Autonomy
9.6.2: Cooperation
9.7: Gender Socialization
9.8: Implications
9.9: Conclusions
Section II: Socialization of Young Children
Chapter 10: Parenting: Talking with Children across Cultural Contexts
Tiia Tulviste
10.1: Cultural Variability in Social Context at Home
10.2: Family Conversations and Learning to Talk
10.3: Ways of Talking with Children 10.4: Culturally Valued Ways of Talking
10.5: Family Conversations across Interaction Contexts
10.6: Learning to Talk in Culture-specific Ways
10.7: Cultural Meaning of Speech Addressed to Children
10.8: Culturally Valued Conversational Topics
10.9: Children's Contributions
10.10: Changing Developmental Contexts 10.11: Conclusions
Chapter 11: The Sibling Relationship in Ecocultural Context
Ashley E. Maynard
11.1: An Ecocultural Theory of Sibling Relationships
11.2: Finding Out about Siblings
11.3: Who Is a Sibling?
11.4: Influences on Sibling Interactions in Western Cultural Groups
11.5: How Do Siblings Relate in Non-Western Cultural Groups?
11.5.1: Sibling Caretaking
11.6: Influences of Sibling Interactions on Social and Emotional Development
11.7: Influences of Sibling Interactions on Cognitive Development
11.7.1: Sibling Teaching
11.8: The Impact of Sibling Interactions on Language Development
11.9: Conclusions
Chapter 12: The Roles of Grandparents in Child Development: A Cultural Approach
David W. Shwalb, Ziarat Hossain, and Giovanna Eisberg
12.1: Grandparents' Influences on Young Grandchildren
12.2: Grandparents' Influences on Parents of Young Children
12.3: Comparisons of Grandparents within and between Cultural Groups
12.4: Variations in Children's Social Worlds, and Impact on Grandparental Roles
12.5: Variations in Social Competencies Valued between Cultural Groups, and Their Impact on Grandparental Roles
12.6: Conclusions
Chapter 13: Japanese Preschool Approaches to Supporting Young Children's Social- Emotional Development
Akiko Hayashi
13.1: Method 13.1.1: The Teddy Bear Fight
13.1.2: Mimamoru: The Logic of Watching and Waiting
13.2: Sympathetic Identification and Legitimate Peripheral Participation
13.3: Collective Regulation 13.4: Providing Opportunities for Peripheral Participation
13.4.1: Seeing Both Individuals and Groups 13.5: Childlike Children
13.6: Taking a Long Perspective
13.7: Conclusions
Section III: Children in Unique and Challenging Circumstances
Chapter 14: Socialization and Development of Refugee Children: Chances of Childcare
Julian Busch and Birgit Leyendecker
14.1: Motives for Migration
14.2: Contexts of Refugees14.3: Childcare as a Complementing Context for the Development and Socialization of Refugee Children
14.3.1: Aims and Challenges in Childcare with Refugees 14.3.2: Transitions of Refugee Children
14.3.3: Institutional Childcare Challenges Diverse Practices of Child Rearing 14.3.4: Functional Embeddedness of Childcare in a Society
14.4: Understanding the Influence of Diverse Contexts on Child Development and Socialization 14.4.1: Physical and Social Settings
14.4.2: Customs of Childcare
14.4.3: Psychology of the Caretakers
14.4.4: Complex Developmental Niches for Refugee Children
14.5: Adapting Childcare for Diverse Families
14.5.1: Effects of Childcare
14.5.1a: Pre-academic Skills
14.5.1b: Socio-emotional Development
14.5.1c: Establishing Partnerships with Refugee Parents14.5.2: How Can Childcare for Recently Arrived Refugee Children BeOrganized?
14.5.3: Adapted Childcare for Refugees: "Bridging Projects" in Germany
14.6: Conclusions
Chapter 15: Children's Perspectives of Risk and Protection Yael Ponizovsky-Bergelson, Dorit Roer-Strier, Yael Dayan and Nira Wahle
15.1: Risk and Protection Discourse in Israel
15.2: Context-Informed Perspective on Risk and Protection
15.3: Children's Perspectives
15.4: Purpose and Procedure of Current Study
15.5: Findings of Children's Perspectives on Risk and Protection
15.5.1: Behavior that Prevents Danger (Risks).
15.5.2: Protection from Danger
15.6: Influence of Context
15.7: Conclusions
Chapter 16: Young Children in Institutional Care: Characteristics of Institutions, Children's Development, and Interventions in Institutions
Megan M. Julian, Junlei Li, Annie Wright, and Pamela A. Jimenez-Etcheverria
16.1: Social Environments of Institutions around the World
16.1.1: Russia
16.1.2: China
16.1.3: Ghana
16.1.4: Chile
16.2: Development of Children Who Have Experienced Institutional Care
16.3: Interventions to Improve Social-Emotional Care within Institutions
16.3.1: The St. Petersburg-USA Project
16.3.2: Simple Interactions
16.4: Conclusions
Section IV: Conclusions
Chapter 17: Children's Culturally Enriched Social Development
Tiia Tulviste, Deborah L. Best, and Judith L. Gibbons
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Autoren-Porträt
Tiia Tulviste, Ph.D., is a professor of developmental psychology at the University of Tartu, Estonia. In her research on child cognitive and social development, she has paid special attention to the developmental contexts in which children grow. At the beginning of her scientific career, Dr. Tulviste was involved in studies trying to detect the role of schooling in the development of verbal thinking by comparing thinking processes of adults with and without school education in Soviet Central Asia and in West Siberia. During recent decades, she has been interested in the question to what extent changes in developmental context (e.g., return to the Western world in Estonia) reflect changes in cultural meanings and practices of child socialization as well as their effects over time on child development and adjustment. Dr. Tulviste has acted as project leader in several comparative research projects related to child socialization and development dealing with cultures around the Baltic Sea, such as Estonia, Finland, Latvia, Germany, and Sweden, as well as the U.S.A. She has written numerous journal articles and book chapters in this field. She is the former president of Estonian Union of Psychologists and is a member of the editorial board of the European Psychologist, International Journal of Behavioural Development (1998-2002), and Estonian Papers in Applied Linguistics. Deborah L. Best, Ph.D., is the William L. Poteat Professor of Psychology at Wake Forest University, USA, where she previously served as Chair of the Psychology Department and was the first woman to serve as Dean of the College of Arts and Sciences. She is active in the International Association for Cross-Cultural Psychology as an Honorary Fellow, President (2000-2002), and Treasurer (1988-1997), and in the Society for Cross-Cultural Research as President (2011-2012). She has served as Associate Editor (1996-2012) and Editor (2012 to present) of the flagship journal of IACCP,
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Journal of Cross-Cultural Psychology. She has written and edited five books as well as numerous book chapters and research articles; her work includes landmark studies of gender stereotypes in 30 nations. Her research has focused on children's cognitive and social development, primarily examining gender-related concepts among young children in the United States and other countries.
Judith L. Gibbons, Ph.D., is Professor Emerita of Psychology at Saint Louis University, USA. She is the founding editor of the American Psychological Association Division 52 journal, International Perspectives in Psychology: Research, Practice, Consultation, former president of the Society for Cross-Cultural Research and the Interamerican Society of Psychology (SIP), a former Fulbright scholar at the Universidad del Valle de Guatemala, and an Associate Editor of the Journal of Cross-Cultural Psychology. Her research includes the study of the development of adolescents, especially girls and at-risk youth, in the majority world, intercountry adoption, and gender roles. With many collaborators, local and international, she has published numerous journal articles on those topics. She has written or edited three books including The Thoughts of Youth: An International Perspective on Adolescents' Ideal Persons, Intercountry Adoption: Policies, Practices, and Outcomes, and Women's Evolving Lives: Global and Psychosocial Perspectives.
Judith L. Gibbons, Ph.D., is Professor Emerita of Psychology at Saint Louis University, USA. She is the founding editor of the American Psychological Association Division 52 journal, International Perspectives in Psychology: Research, Practice, Consultation, former president of the Society for Cross-Cultural Research and the Interamerican Society of Psychology (SIP), a former Fulbright scholar at the Universidad del Valle de Guatemala, and an Associate Editor of the Journal of Cross-Cultural Psychology. Her research includes the study of the development of adolescents, especially girls and at-risk youth, in the majority world, intercountry adoption, and gender roles. With many collaborators, local and international, she has published numerous journal articles on those topics. She has written or edited three books including The Thoughts of Youth: An International Perspective on Adolescents' Ideal Persons, Intercountry Adoption: Policies, Practices, and Outcomes, and Women's Evolving Lives: Global and Psychosocial Perspectives.
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Bibliographische Angaben
- 2020, 1st ed. 2019, XVII, 243 Seiten, 4 farbige Abbildungen, Maße: 15,5 x 23,4 cm, Kartoniert (TB), Englisch
- Herausgegeben: Tiia Tulviste, Deborah L. Best, Judith L. Gibbons
- Verlag: Springer, Berlin
- ISBN-10: 3030270351
- ISBN-13: 9783030270353
Sprache:
Englisch
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