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Contributions of the Integrative Model for the Study of Developmental Competencies in Minority Children: What Have We Learned About Adaptive Culture?

机译：少数民族儿童发展能力研究综合模型的贡献：我们对适应性文化学到了什么？

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The integrative model for the study of developmental competencies in minority children (Garcia Coll et al., 1996) is considered by many to have signaled a landmark shift in conceptualizing the normative development of minority children. Since its publication, the model has been widely used in child development scholarship to challenge deficit perspectives of ethnic-racial minority children and families, which were-and arguably still are-pervasive. In this article, we provide a systematic qualitative review of the research pertaining to what Garcia Coll and colleagues (1996) termed adaptive culture, which refers to "a social system defined by sets of goals, values, and attitudes that differs from the dominant culture" (p. 1896), and which on its own has been discussed in 93 studies. We conclude with a critical discussion of areas of inquiry informed by the integrative model and recommendations for future directions in theory and empirical work.
机译：少数民族儿童发育能力研究的综合模型（Garcia Coll，1996）被许多人认为，在概念化少数民族儿童的规范发展方面发出了地标。 自发表以来，该模型已广泛应用于儿童发展奖学金，以挑战种族少数民族儿童和家庭的赤字观点，这是 - 并且可以仍然是普遍存在的。 在本文中，我们对加西亚Coll及其同事（1996）所谓的适应文化有关的研究提供了系统的定性审查，这是指“由与主导文化不同的目标，价值观和态度定义的社会系统 “（第1896页），并在其自身讨论了93项研究。 我们结束了对综合模型的探究领域的批判性讨论，并在理论和实证工作中向未来的指示提出了建议。

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