Culture Structures the Environment for Development

By C. Super, S. Harkness. 2002

276 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Experimental and Cognitive Psychology

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In Clinical Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Cultural models and developmental agendas: implications for arousal and self-regulation in early infancy. (2007, background): “Nevertheless, as indicated above, transactions with the infant’s physical and social environment play a formative role, and in this light, it is evident that culture as an organizer of the environment puts its imprint on the process ( Super & Harkness, 2002 ).”
The Ecology of Human Development: Evolving Models for Cultural Psychology (2010, unknown): “Anthropologists repeatedly have noted that human ecology is largely social-cultural ecology (Super & Harkness, 2002).”
Culture, Power, and Experience: Toward a Person-Centered Cultural Psychology (2004, background): “Super and Harkess [2002] are therefore only partly correct when they say that ‘culture structures the environment for development’ (pp.”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “Understanding what experiences Black, Latino, and White families make available to their children is important because cultural differences can be translated into different patterns of behaviors and socialization practices (Super & Harkness, 2002).”
Adolescent Future Orientation: An Integrated Cultural and Ecological Perspective (2003, background): “All three address the correspondence among different aspects of the developmental niche (i.e., those aspects of the environment relevant to development) whose importance for successful developmental outcomes has been highlighted by Super and Harkness (2002) and discussed in an earlier section.”
Identity Agents: Parents as Active and Reflective Participants in Their Children's Identity Formation (2008, background): “Super and Harkness (2002) discussed the importance of parents and the larger culture in constructing the developmental niche- the constructed environment in which children develop.”
Parents' Educational Involvement: A Developmental Ecology Perspective (2006, background): “Overall, parent – teacher interaction affects educational outcomes by promoting across-settings regularity (Super & Harkness, 2002), which is important for the development of all children and especially for minority and immigrant children, as discussed in relation to macrosystem effects.”
Context and Identity Formation (2005, background): “…to be related to psychological development by way of its superordinating role in providing a measure of organization and regularity to the immediate context of development (Super & Harkness, 2002; however, see Gjerde, 2004, and Hermans, 2001, who caution against reifying the notion of culture).”
Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, background): “A key aspect that influences the context of children’s lives according to Super and Harkness [18] is parental beliefs.”