No more than skin deep: Ethnic and racial similarity in developmental process.

Abstract

Many studies adduce evidence of ethnic or racial dissimilarities in developmental outcomes (e.g., delinquency and achievement). Many researchers fail to distinguish between group average levels and developmental processes (correlations). Evidence is reviewed that developmental processes are nearly identical for U.S. Black, Hispanic, White, and Asian ethnic and racial groups. Using diverse and representative data sources, covariance matrices were computed for these ethnic groups and then compared by using a LISREL goodness-of-fit test. Not only were these matrices nearly identical but they also were no less alike than covariance matrices computed from random halves within 1 ethnic or racial group. This article documents the importance of accepting ethnic and racial similarity of developmental processes. Thus, group average level differences may result from different levels of developmental antecedents working through common developmental pathways.

“It Must Be Me”: Ethnic Diversity and Attributions for Peer Victimization in Middle School

“…For example, comparative studies that simply examine mean differences between two ethnic groups on one or more psychological variables have been criticized on numerous grounds, including likely confounds with SES or other third variables, the focus on deviance rather than difference, and ignoring within-group variability. More preferred if one's goal is theory development are approaches that link ethnicity with the study of process, such as whether a particular set of relations is different in particular ethnic groups (see Rowe et al 1994). Ethnic differences in the relations between harsh parenting and childhood aggression (Deater-Deckard et al 1996) or between peer group influence and academic achievement (Steinberg et al 1992) are examples of studying ethnicity as a moderator of psychological process in the social domain.…”

Mediators and Moderators of Parental Involvement on Substance Use: A National Study of Adolescents

“…2 Correspondence should be directed to Colleen C. Pilgrim, Survey Research Center, Institute for Social Research, University of Michigan, Ann Arbor, Michigan 48106-1248; e-mail: cpilgrim@schoolcraft.edu. ferent across ethnic groups (Rowe et al, 1994). And even those studies that examine ethnic difference by comparing direct effects across groups still cannot fully consider whether mediation models are similar across ethnicity.…”

A biopsychosocial model of the development of chronic conduct problems in adolescence.

“…This possibility means that developmental models may be group specific, or vary across groups. A general developmental model needs to articulate broad and universal principles (Rowe, Vazsonyi, & Flannery, 1994) or at least allow for a diversity of pathways across groups (e.g., Steinberg, Darling, & Fletcher, 1995). With respect to the latter, Deater-Deckard, , using CDP data, found that physical discipline had different child behavioral correlates for European American children and African American children.…”