Provides a conceptual model of child development that incorporates the contextual, racial, and cultural factors that influence children of minority or immigrant families. During middle childhood, children begin to acquire a sense of their own talents and aspirations, and their ability to find positive pathways can have major implications for their future. The model suggests that the behavioral, cognitive, linguistic, and motivational deficits of minority and immigrant children are best understood not as failures but as manifestations of adaptive cultures occurring when families develop goals, values, and attitudes that set them apart from the dominant culture. The model also suggests that effective intervention programs need to incorporate strategies that recognize both the strengths and challenges of growing up as children of color or of immigrant parents. This approach includes: (1) employing multilevel interventions involving family, neighborhoods, schools, and other groups working together; (2) offering a variety of avenues for success, such as parenting classes, formal education, and economic supports; and (3) creating culturally specific programs that bridge the gaps between school and home to enhance the educational experience. Building pathways for educational and social success into these programs helps children fulfill their aspirations and families move out of poverty.
