Longitudinal Patterns of Self-Regulation among Ethnic Minority Children Facing Poverty

2017 ◽  
Vol 27 (2) ◽  
pp. 398-411
Author(s):  
Maryam Kia-Keating ◽  
Karen Nylund-Gibson ◽  
Brett M. Kia-Keating ◽  
Christine Schock ◽  
Ryan P. Grimm
Keyword(s):  
Ethnic Minority ◽  
Self Regulation ◽  
Minority Children ◽  
Longitudinal Patterns ◽  
Ethnic Minority Children

scholarly journals Emergent self-regulation skills among very young ethnic minority children: A confirmatory factor model

2013 ◽  
Vol 116 (4) ◽  
pp. 839-855 ◽  
Author(s):  
Margaret O’Brien Caughy ◽  
Britain Mills ◽  
Margaret Tresch Owen ◽  
Jamie R. Hurst
Keyword(s):  
Ethnic Minority ◽  
Factor Model ◽  
Self Regulation ◽  
Minority Children ◽  
Confirmatory Factor ◽  
Ethnic Minority Children

The Schooling of Ethnic Minority Children: Commentary

2001 ◽  
Vol 36 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Carol A. Wong ◽  
Stephanie Johnson Rowley
Keyword(s):  
Ethnic Minority ◽  
Minority Children ◽  
Ethnic Minority Children

Televisions in the Bedrooms of Racial/Ethnic Minority Children: How Did They Get There and How Do We Get Them Out?

2009 ◽  
Vol 48 (7) ◽  
pp. 715-719 ◽  
Author(s):  
Elsie M. Taveras ◽  
Katherine H. Hohman ◽  
Sarah Price ◽  
Steven L. Gortmaker ◽  
Kendrin Sonneville
Keyword(s):  
Ethnic Minority ◽  
Minority Children ◽  
Ethnic Minority Children ◽  
Racial Ethnic

scholarly journals The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN

2020 ◽  
Vol 64 ◽  
pp. 147-151
Author(s):  
Wenchun Yang ◽  
Angel Chan ◽  
Natalia Gagarina
Keyword(s):  
Ethnic Minority ◽  
Southern China ◽  
Mainland China ◽  
Assessment Instrument ◽  
Narrative Development ◽  
Growing Up ◽  
Minority Children ◽  
Left Behind ◽  
Ethnic Minority Children ◽  
Minority People

This paper introduces the Kam version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). Kam is a minority language in southern China which belongs to the Kam-Tai language family and is spoken by the Kam ethnic minority people. Adding Kam to MAIN not only enriches the typological diversity of MAIN but also allows researchers to study children’s narrative development in a sociocultural context vastly distinctly different from the frequently examined WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies. Moreover, many Kam- speaking children are bilingual ethnic minority children who are “left-behind” children living in Mainland China, growing up in a unique socio-communicative environment.

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