Racial disparities in child development in the United States are significant, with a particularly pronounced disadvantage among Black children. This report focuses on the development of children of Black immigrants, comparing against the outcomes for their peers in native-born and other immigrant families. The report also compares children in the…

This study explored the experiences of young black African preschoolers as well as their parents' perceptions towards their mother tongue. It investigated the factors that influence black African parents to prefer English over their indigenous language. The paper also explores how aspects such as cultural and social capital affect parental choice…

The goal of this paper is to describe the black cultural style and to demonstrate its relationship to the cognitive development of black children. Children raised within a black cultural environment tend to develop a relational cognitive style rather than the more analytic style required in American schools. Children's cognitive styles are based…

Proposes a structural model of intelligence based on the significant aspects of Blacks' cognitive development. Discusses alternative perspectives on the understanding of macro-level activities, modifications in the general approach to cognitive assessment, and the formulation of pedagogical guidelines. (FMW)

AS REPORTED IN "DEVELOPMENTAL SOCIOLINGUISTICS--INNER CITY CHILDREN," ENTWISLE, 1968 (ED 011 611), INDIVIDUAL INTERVIEWS WERE CONDUCTED IN THE SLUMS OF BALTIMORE CITY WITH WHITE AND NEGRO ELEMENTARY SCHOOL CHILDREN AND IN SUBURBAN BALTIMORE WITH MIDDLE CLASS AND BLUE COLLAR CHILDREN. THIS SURVEY OF WORD ASSOCIATIONS REVEALED, CONTRARY TO…

This study applied a schema-based, social information processing model to examine the development of social cognitive aspects of preschoolers' racial stereotyping and stereotype beliefs (i.e., preschoolers' race schemas). The study examined developmental and individual differences in preschoolers' race schematization (salience of the race…

Children of Mexican American women, especially immigrants, have unexpectedly good birth weights. A study of 3,710 Mexican American, Black, and White children aged 3-4, who completed the Peabody Picture Vocabulary Test-Revised, found birth weight was not a powerful predictor of child cognitive development, nor did it explain pronounced racial and…

In this longitudinal study of African American and Caucasian students from 18 4-year institutions, objective tests were used to estimate the cognitive effects of race in college, while applying statistical controls for an extensive set of confounding influences. Found that Caucasian students scored higher than African Americans on standardized…

Six hundred boys divided by age (6-8), race (black and white) and social class (middle and lower) were given tests for memory, intelligence, learning, and transfer. Findings indicated social class differences on learning and intelligence tests, with racial differences on intelligence, digit span, and paired-associate learning. (Author/MV)

Examines the effect of the kindergarten experience on self-perceptions of African-American and White students (N=209) as they progressed through their kindergarten year. Results indicate that the kindergarten experience had an equalizing effect on the self-perceptions of African-American and White children, although self-perception of cognitive…

The proposition that the acquisition of semantic notions in language is predictable from cognitive development is supported by this investigation. Procedure involved the administration of sentence repetition and several Piagetian tasks to kindergarten, first and second grade children from black inner-city, white middle-class and white rural…

Noting that none of the small number of studies examining false belief performance in low-income children has addressed cultural practices that may help or hinder children's grasp of mental states, this study examined false beliefs from a cultural context, using an ethnically diverse low-income Head Start preschool population. Participating in the…

Argues that "within the framework of certain cognitive approaches to achievement motivation, it seems possible to integrate the multiple contributions to achievement orientations of interest, cultural values, and social influence without appealing to widely divergent theoretical concepts or to complex and nonquantitative dependent measures."…

Noting that the lower performance of low-income children on false belief tasks in comparison to that of middle-income children has not been adequately explained, this study examined the possibility that black children's experiences and talents with storytelling may facilitate their performance on false belief tasks when narrative questions are…