The Children's Research Initiative: Integrative Approaches - CRI: Center for Research on Culture, Development and Education

New York University, New York NY

Investigators

Abstract

Abstract New York University: Center for Research on Culture, Development and Education Joshua Aronson, Diane Hughes, Catherine Tamis-LeMonda, Niobe Way & Hiro Yoshikawa Despite thousands of research studies, hundreds of remedial programs, and decades of being considered a crisis for American society, the chronic academic underachievement of numerous ethnic minority groups continues to perplex educators, social scientists, and policy makers. Three trends add weight to the crisis. First, within the next 50 years, people identified currently as "minority" will comprise half of the U.S. population. Second, particularly in large urban centers like New York, new waves of immigrants are arriving, ensuring fundamental, but unknown changes to the structure and dynamics of schools and other contexts. Third, the U.S. continues to evolve into a "knowledge-driven" economy, making a solid education vital for an increasingly large sector of the workforce. More than ever, a sizable proportion of our nation's children are at risk of academic failure and economic hardship. Faculty from multiple scientific disciplines at New York University will use NSF funding to support planning activities over a 6- to 9-month period pertaining to research that will be pursued under the proposed Center for Research on Culture, Development and Education. The central aim of the Center will be to examine how homes, schools, peers, work, and the media jointly contribute to the engagement, learning, and school performance of children from diverse cultures. Three steps are needed to accomplish this mission. First, we propose to describe the experiences of minority children within each of the educationally relevant contexts. Many social scientists focus on determining the predictors of children's academic outcomes without a deep understanding of children's everyday experiences. Such descriptive work is notably absent in research focused on ethnic minorities. We need systematic knowledge regarding how contexts such as home, peers, school, parents' work, and the media differ or are experienced differently by children from different cultures, ethnicities or social classes. Second, we seek to understand how these experiences shape children's engagement, learning and performance in school, and whether and how such connections may vary by culture, ethnicity, and social class. Third, our ultimate goal is to advance an understanding of how home, peer, school, work, and the media work together in explaining children's academic achievement. The second mission of the Center is educational: to transmit its research findings, through training and dissemination, to three communities: (1) a new generation of scholars of diverse backgrounds who are engaged in research on culture and its role in child learning, engagement, and performance; (2) the broader research community; and (3) policy makers and practitioners in education. This will occur through an intensive and rigorous training program and a variety of dissemination strategies of both research findings and lessons for policy and educational practice. The proposed Center is situated within a School of Education, in the vibrant, incomparably diverse context of New York City, making it an unparalleled locale for studying culture and schools, and an ideal place to establish a think tank capable of attracting additional scholars and students of the highest quality. Through the work of the Center, we aim to bring about a deeper understanding of the interplay of culture, development and education, and thereby enhance the nation's response to the academic underachievement of ethnic minority children.