Research with Asian-heritage children has made landmark advances in recent years. Drawing on influential studies across diverse Asian cultural communities, we discuss the theoretical, methodological, empirical, and applied contributions of this research and advance the following guiding principles for future developmental science. First, development can be understood only by examining the influences of interactive forces within cultural ecology. Second, development may follow unique pathways as a result of adaptation to local conditions and challenges. Third, human experiences are both universal and culturally diverse, contributing to developmental commonalities and specificities. Fourth, developmental science must evolve beyond merely describing development to understanding ways to facilitate positive growth. Finally, researchers bear responsibility for translating knowledge into policy reforms and institutional practices that tangibly improve children's lives. Research with children of Asian-heritage suggests that culturally attuned research is needed to drive equitable change.

Parenting research underscores caregivers' fundamental role in offering children learning experiences and socializing them into specific sociocultural environments. Diverse parenting programs and initiatives to support caregiving have emerged and have helped many families; however, they still fall short in rooting their content in grounded knowledge of the material, social, and cultural context in which childrearing is occurring. This research sought to contribute to the Chilean literature on the notion of contextualized caregiving. Using an ethnographic approach, we examined the caregiving practices of seven low-income women mothers with their toddler children, from three Latin American countries (Bolivia, Chile, and Colombia) all living in an intercultural city. Data was analyzed using James Spradley's method. The different emphases between these women's childrearing practices and their meanings became central in the analytic process and two themes emerged: (a) immigrant women focused on protection from danger and teaching the social norms they valued, including respect and limits, and (b) local Chilean women emphasized caregivers' physical presence in their child's life; however, a tension was present around the need to "develop as a person" beyond mothering. The different, locally situated understandings and meanings that guide childrearing and the possible empirical implications of this difference are discussed.

Worldwide, there is growing recognition of the importance of science in early childhood education. Doing science' or, more formally, science and engineering practices, is acknowledged as a critical component of early science education that requires support from the adults in children's lives. Moreover, engaging in science practices helps build the foundations for active learning, problem-solving, and school readiness. Despite increased efforts to increase science in preschool classrooms the dearth of measurement tools restricts the ability of researchers to evaluate the efficacy of these efforts. This paper evaluates a new measure to assess preschool teachers' science and engineering practices across multiple classroom contexts throughout the day. Data from 58 preschool teachers and 360 children demonstrate the reliability of the EC-SPOT in capturing teachers' practices and validity evidence in relation to an external measure of children's science knowledge as well as the sensitivity to intervention effects. The EC-SPOT critically expands the ability to capture science learning beyond typically limited formal science lessons, as it unfolds naturally and often in preschool children's everyday classroom experiences. Both for evaluating and promoting higher quality science education in preschool programmes, the field needs better ways of capturing how adults recognise and encourage young children behaving as scientists.

Parenting practices are inherently related to the sociocultural and material contexts in which children and their caregivers live. Rooted in sociocultural perspectives, this research contributes to the study of contextualized caregiving by ethnographically examining the daily caregiving practices of seven low-income immigrant mothers and their young children. Research participants all live in a precarious material context in a Chilean intercultural city. This study illuminates how caregivers use their understanding of the world to make sense of their realities, both resources and constraints, and actively negotiate with the elements of everyday life. We discuss (a) the mobilizing effect of their hopes and dreams on potential future life (we refer to it as the Third Place), manifested in a constant search for a “better life” and (b) the personal and contextual resources that mothers draw on to provide physical care to their children, despite social constraints and scarcity of material resources.

Parenting practices are inherently related to the sociocultural and material contexts in which children and their caregivers live. Rooted in sociocultural perspectives, this research contributes to the study of contextualized caregiving by ethnographically examining the daily caregiving practices of seven low-income immigrant mothers and their young children. Research participants all live in a precarious material context in a Chilean intercultural city. This study illuminates how caregivers use their understanding of the world to make sense of their realities, both resources and constraints, and actively negotiate with the elements of everyday life. We discuss (a) the mobilizing effect of their hopes and dreams on potential future life (we refer to it as the Third Place), manifested in a constant search for a "better life" and (b) the personal and contextual resources that mothers draw on to provide physical care to their children, despite social constraints and scarcity of material resources. Las practicas parentales estan relacionadas con los contextos socioculturales y materiales donde ninos, ninas y sus cuidadores viven. Esta investigacion contribuye al estudio de la crianza infantil contextualizada al examinar etnograficamente las practicas parentales de siete madres inmigrantes de nivel socioeconomico bajo junto a sus hijos e hijas menores de tres anos de edad. Los participantes viven en un contexto material precario en una ciudad intercultural chilena. Este estudio ilumina como las madres utilizan su comprension del mundo para dar sentido a sus realidades y negocian activamente con elementos cotidianos. Discutimos (a) el efecto movilizador de sus esperanzas y suenos sobre la potencial vida futura (Tercer Lugar), manifestado en una busqueda constante de una "vida mejor" y (b) los recursos personales y contextuales a los que las madres recurren para brindar cuidados fisicos a sus hijos e hijas, a pesar de las limitaciones sociales y la escasez de recursos materiales.

In the past decade, there has been a significant increase in the number of dual-language learning (DLL) preschool children. Guided by the literatures on home-school partnership and caregiver ethnotheories, the present study explored parents' and teachers' understandings of natural learning opportunities in DLL children's homes and surrounding communities. Interpretative Phenomenological Analysis (IPA) was conducted on the transcripts of 18 interviews with parents (n = 9) and teachers (n = 9) from two Head Start programs in a large northeastern city. Results showed that participants discussed natural learning opportunities for DLL preschool children across three primary learning contexts: home, school, and community. Learning experiences were arranged and routinely implemented by immigrant parents and teachers to foster character and positive approaches to learning, provide accessible educational experiences, and preserve cultural heritage for DLL children. Combined, immigrant parents' and preschool teachers' narratives revealed salient priorities and values concerning children's learning across the three natural contexts, for young Latine- and Chinese-heritage children growing up in the US. Future directions for including parents' and immigrant teachers' voices in early childhood programs, teacher training, and home-school partnership research are discussed.

Children's behavioral engagement in preschool is a strong predictor of their academic achievement both concur-rently and into the later school years across socioeconomic and ethnic groups (Chien et al., 2010; Fuhs et al., 2013; Hamre & Pianta, 2001; Kim & Suarez-Orozco, 2015; Ladd & Dinella, 2009). The present measurement development study was conducted within the context of a larger intervention research program in partnership with an urban Head Start program in the northeastern United States. Forty-one teachers and 456 children par-ticipated. Two new measures were developed and tested for use in preschool classrooms- a teacher rating scale and an independent observation instrument. Although many of the assessments that result from commonly em-ployed systematic observation methods provide a detailed and nuanced description of children's engagement in the classroom, they often require intensive training and are costly to implement. The present study sought to provide the early childhood education field with two brief and more cost-effective measures. Findings revealed initial construct validity evidence for the two measures, which were found to be reliable and to relate modestly with one another as well as to an external criterion measure of children's science knowledge, which was the focus of the larger intervention. Findings also revealed significant relations between children's engagement and child and family demographic characteristics, perhaps attributable to the unique context of Head Start.

Contested racial identity-the discrepancy between one's self-identified race and socially assigned race-is a social determinant of health and may contribute to overweight and obesity. Obesity is associated with a host of short- and long-term health conditions, including cardiovascular disease, a leading cause of death. Individuals racialized as Black, Hispanic, and Latino are at the greatest risk of obesity. Previous research indicates that experiencing interpersonal discrimination is associated with higher body mass index (BMI) in adults, and individuals with a contested racial identity are disproportionately exposed to interpersonal discrimination. However, the association between BMI and contested racial identity is unknown. This cross-sectional study measured the relationship between contested racial identity and perceived everyday discrimination on BMI in a nationally representative sample of US adults. Contested racial identity was measured with a binary variable indicating agreement between participants' self-identified race and socially assigned race. Weighted unadjusted and adjusted multiple linear regression models quantified the associations between BMI and contested racial identity with and without the mean discrimination score. Covariates included nativity status, income, education, racial identity salience, gender, and age. Among 1689 participants, 18.3% had a contested racial identity. Contested identity was associated with significantly higher BMI (& beta; = 1.01, 95% CI = 0.06, 1.92), but the relationship was attenuated when adjusting for interpersonal discrimination, suggesting that individuals with contested identity may face a greater risk of obesity due to their disproportionately high exposure to interpersonal racial discrimination. Further research is needed to elucidate the impact of racism on BMI and obesity risk.

How teachers' changes in their science teaching practices unfold over time remains unclear. We need greater understanding of the processes at work in professional development (PD) and how to sustain those processes that are effective over time. Effective PD processes are seen as those that recognize teacher change is multidimensional-taking an integrated view of the affective, cognitive, and behavioral aspects of teacher change. In this article, we report on what we learned about the teacher change process during a 2-year preschool PD intervention effort with Head Start teachers that was focused on a science, technology, and engineering curriculum. The present study sought to further address gaps in our understanding of teacher change, by examining in more detail the multidimensional relations among Head Start teachers' beliefs and attitudes toward science teaching and learning (representing the cognitive domain of change) and their science and engineering practices (representing the behavioral domain). Forty-eight teachers (n = 30 Intervention, n = 18 Control) from a large urban Head Start program in the northeastern US participated in this study. Results revealed that teachers' initial attitudes and beliefs had little effect on their science and engineering practices, whereas their science and engineering practices throughout the time of the project had a significant effect on their later attitudes and beliefs. In addition, teachers' science and engineering teaching practices were related to their ratings of children's overall engagement, though their attitudes toward and beliefs about teaching science were not.

The study reported in this paper was conducted as part of a collaborative research project designed to develop a culturally sustaining approach to science, technology, and engineering education in preschool classrooms. Readiness through Integrative Science and Engineering (RISE) is an integrated approach to providing professional development support to Head Start teachers. Our strengths-based sociocultural approach is centered on best practices in preschool science, technology, and engineering (STE) pedagogy and intentional engagement of families through a home-school connections (HSC) perspective. Two forms of narrative analysis were integrated to generate multidimensional profiles of teachers that were then categorized into three groups representing variation in the teachers'' pathways to understanding and appropriating the RISE approach.

Abstract Background The principle of equity is fundamental to many current debates about social issues and plays an important role in community and individual health. Traditional research has focused on singular dimensions of equity (e.g., wealth), and often lacks a comprehensive perspective. The goal of this study was to assess relationships among three domains of equity, health, wealth, and civic engagement, in a nationally representative sample of U.S. residents. Methods We developed a conceptual framework to guide our inquiry of equity across health, wealth, and civic engagement constructs to generate a broad but nuanced understanding of equity. Through Ipsos’ KnowledgePanel service, we conducted a cross-sectional, online survey between May 29–June 20, 2020 designed to be representative of the adult U.S. population. Based on our conceptual framework, we assessed the population-weighted prevalence of health outcomes and behaviors, as well as measures of wealth and civic engagement. We linked individual-level data with population-level environmental and social context variables. Using structural equation modeling, we developed latent constructs for wealth and civic engagement, to assess associations with a measured health variable. Results We found that the distribution of sociodemographic, health, and wealth measures in our sample (n = 1267) were comparable to those from other national surveys. Our quantitative illustration of the relationships among the domains of health, wealth, and civic engagement provided support for the interrelationships of constructs within our conceptual model. Latent constructs for wealth and civic engagement were significantly correlated (p = 0.013), and both constructs were used to predict self-reported health. Beta coefficients for all indicators of health, wealth, and civic engagement had the expected direction (positive or negative associations). Conclusion Through development and assessment of our comprehensive equity framework, we found significant associations among key equity domains. Our conceptual framework and results can serve as a guide for future equity research, encouraging a more thorough assessment of equity.

In this article, parental role construction is framed from a sociocultural perspective. Applying this perspective foregrounds the need for researchers and practitioners to gain an insider's understanding of how families themselves construct their roles in supporting children's education. By doing so, the field can reimagine family-school partnerships that are inclusive of normative family practices across ethnoculturally diverse families and develop interventions that build on cultural heritage, community strengths, and families' funds of knowledge. In this article, a home-to-school, strengths-based conceptualization of family engagement that challenges deficit-based and school-centric orientations toward families is described. Evidence from three innovative research projects will be discussed that shows by being curious about how parents construct their roles and support their children at home (both directly and indirectly), researchers and practitioners can gain useful information to co-create more culturally inclusive and welcoming school environments, as well as more meaningful home-school connections.

In the field of psychology, there have been increasing calls to address the hidden diversity among Asian American Pacific Islanders as well as their experiences with racialization and marginalization in the U.S. Utilizing qualitative methods, the present study examined the process of developing critical reflection of marginalization and invisibility among 1.5- and second-generation Chinese and Vietnamese American adolescents residing in low-income ethnic enclaves in Northeast, U.S. We explored (a) how participants recalled and interpreted critical ethnic-racial encounters as raising their awareness of being seen as different or as outsiders in the social hierarchy; (b) the extent to which they indicated evidence of critical reflection of their own invisibility or marginalized status; and (c) how they expressed their nuanced and interconnected understandings of their self-identification, critical ethnic-racial encounters, and their critical reflection of marginalization, exclusion, and invisibility. Overall, participants indicated evidence of some form of critical reflection of their own invisibility or marginalized status in the existing societal hierarchy through encounters of discrimination and/or based on observed differences in ethnic heritage practices. Furthermore, we identified two patterns of participants' interconnected understandings of their self-identification, critical ethnic-racial encounters, and their critical reflection of marginalization and invisibility. Our findings underscore the importance of understanding the different ways adolescents process their marginalization and become aware of societal inequities. We suggest these findings can inform how adolescents can best be supported to enhance this emerging critical consciousness to facilitate critical action toward social justice. What is the public significance of this article? This study provides evidence that Chinese and Vietnamese American adolescents, residing in ethnic enclaves were aware of their invisibility and resisted metanarratives that presented them as academically successful, foreign, and homogenous. Understanding the differing ways adolescents reflect on their marginalization and become aware of societal inequities can inform how they can best be supported to enhance this emerging critical consciousness to facilitate critical action toward social justice.

In this paper, we articulate a conceptual model for the process of ethnic identity development and integration among Asian American children and youth that offers potential explanations for their marginalization as they negotiate multiple facets of their identities and locate themselves in local and national contexts. The conceptual model is based on an integration of theory and empirical research on the intertwined processes of ethnic identity development and socialization of children and youth in Asian American families and is anchored in the developmental domain of identity formation and integration. We present the conceptual model as three overlapping circles to represent salient features of physical and social contexts, prevalent metanarratives that have been empirically established as salient meaning-making frames pertinent to the lived experience of Asian Americans in the United States, and the dynamic individual-context interplay and mutual adjustment that is part of developmental process. We then build on the work of scholars who have advanced the theoretical and empirical literature on the Asian American experience in the United States, to illustrate how the three components (features of context, master narratives, and developmental processes) intersect in the overlapping spaces of the model to foreground the dialectic processes whereby identity is constructed as contextualized in place. The primary contribution of the model is to facilitate generating research questions that can unravel the complexities of how specific ethnic backgrounds (e.g., immigration and settlement histories), developmental status, individual position on societal racial/ethnic hierarchy, and prevalent societal metanarratives contextualize the development of an Asian American ethnic-racial identity. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The purpose of this chapter is to present initial findings of teacher practice outcomes to illustrate promising aspects of the readiness through integrative science and engineering (RISE) professional development (PD) approach for informing early childhood science, technology, and engineering (STE) curriculum and PD interventions. In this chapter, the framework grounding RISE STE curriculum, the home-to-school approach for developing meaningful RISE home-school connections (HSCs), and the structural components of RISE PD (which consisted of practice-based, individualized, and ongoing supports) are described. Sixty-two teachers (n = 37 RISE, n = 25 Control) and 347 primary caregivers participated in this randomized controlled trial study. Preliminary evidence of the positive impacts of the RISE intervention on teachers' STE attitudes, practice, and knowledge was obtained from teacher report. Evidence for positive HSCs was obtained from teacher and parent surveys, as well as on-going coach documentation of teachers' home-to-school practices.

Although researchers and practitioners have acknowledged that family engagement in children's schooling occurs in many forms, most studies and program efforts continue to focus primarily on school-based participation, or the school-to-home link. Embedded within this notion of family-school partnership is the reification of a power differential between teachers (the experts) and parents (the learners) that assumes if parents only apply themselves to learn the socialization practices of the schools, their children's outcomes will improve. However, this approach does not recognize that for many low-income, ethnic minority and immigrant families, sociocultural and language differences between families and educators make this school-to-home flow of information and influence fraught. Cultural misconceptions and hierarchical power structures often preclude educators from accessing potentially powerful information about home-based practices and routines, families' experiential knowledge, and other aspects of children's out-of-school lives. Such information-seeking attitudes and practices could form the basis of engaging and meaningful family engagement programming, as well as translate into culturally-sustaining curriculum that reflects children's everyday lives in the classroom. By disrupting the existing power structure, seeking to cross cultural boundaries, and framing family engagement as emphasizing information flowing from the home to the school, Head Start staff and parent leaders, as illustrated in the description of this pilot program, made a shift in their expectations for how families can contribute to their children's school readiness and success. They sought to build a culturally inclusive and welcoming environment for all. This paper will describe their work together for the benefit of other early childhood practitioners who seek alternative ways to engage with families.

Background/Context In the context of increasing accountability mandates in the preK–12 education system, the importance of professional development (PD) supports for early childhood educators is recognized. Education leaders emphasize the importance of partnering with teachers to inform the development of effective PD approaches. This partnering process is often referred to as co-construction. Co-construction with teachers is thought to be an essential element for ensuring that the learnings gained from any PD program are maintained once intensive supports are removed. However, guidance is scant concerning specific aspects of effective co-construction. Purpose of Study In this article, we document the process of co-construction within the Readiness through Integrative Science and Engineering (RISE) curriculum and PD approach. In so doing, we hope to illuminate processes potentially at work within the “black box” of PD. Setting/Participants The RISE project was implemented at two Head Start program sites that served a high proportion of dual language learning children and immigrant families in a large city in the northeastern United States. Participants were teachers and parent volunteers from these two programs. Research Design Using grounded theory methods, qualitative data on implementation across key RISE contexts were analyzed. Data collected across three years included digital audio- and video-recorded interactions among participants, written documentation of meeting agendas, planning notes, and meeting notes. Results Analyses resulted in the articulation of a three-step process: (1) setting the conditions for co-construction (establishing mutual respect and trust among partners, leveling roles and authority, and validating/naming partners’ expertise); (2) establishing joint activities as the core process (setting shared goals and agenda, building relationships, and validating co-constructed products); and (3) observing outcomes of co-construction (shifts in attitudes and interactional roles, appropriation of RISE concepts, and integration of RISE components). Conclusions/Recommendations The RISE model of co-construction comports with what others in the field have proposed about the importance of teacher input into their own professional learning, adding further dimensionality through systematic documentation and grounded theory analysis. We discuss how the RISE co-construction approach is similar to and distinct from other such efforts in the field of early childhood education, and we suggest future directions for research to document and test effective PD processes.

This paper examined heterogeneity in parents’ patterns of goal attainment following home visiting. Young mothers (n = 696) participating in a randomized controlled trial (RCT) evaluation of a statewide home visiting program were classified, using latent class analysis (LCA), according to their pattern of goal attainment (i.e., educational attainment, employment, parenting, personal functioning) two years postpartum. We explored direct and indirect (via social connectedness) associations between program participation and goal attainment. LCA revealed four classes: (a) High Education & Employment/High Parenting & Personal Functioning (n = 286, 41%); (b) High Education & Employment/Low Parenting & Personal Functioning (n = 212, 30%); (c) Low Education & Employment/Low Parenting & Personal Functioning (n = 71, 10%); and (d) Low Education & Employment/High Parenting & Personal Functioning (n = 127, 18%). Home visiting was not directly associated with class membership, but indirectly through social connectedness. This paper contributes to understanding home visiting impacts.