@article{SyedSantosYooetal.2017,
  author    = {Syed, Moin and Santos, Carlos and Yoo, Hyung Chol and Juang, Linda P.},
  title     = {Invisibility of racial/ethnic minorities in developmental science},
  series = {American Psychologist},
  volume    = {73},
  journal   = {American Psychologist},
  number    = {6},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0003-066X},
  doi       = {10.1037/amp0000294},
  pages     = {812 -- 826},
  year      = {2017},
  abstract  = {Garc{\´i}a Coll et al.'s (1996)integrative model was a landmark article for developmentalscience, and for psychology more broadly, in outlining the multitude of social and culturalfactors at play when seeking to understand the development of racial/ethnic minority children.The time is ripe to not only take stock of those advances but also evaluate the integrativemodel in the context of present-day research practice within developmental psychology, andpsychology more broadly. The purpose of this article is to bring a systemic perspective todevelopmental science through a discussion of current practices in the field. To do so, weexamineinvisibility, or how dominant practices serve to overlook, silence, or dismissknowledge produced by and for racial/ethnic minority populations. Guided by the interpretiveframework of intersectionality (Crenshaw, 1991), we discuss three key questions: Fromwhose vantage point is research conducted? What types of questions are valued? And whogets left out? We then conclude with recommendations for changes in practices for individ-uals, institutions, and the field at large. Importantly, although our analysis is largely groundedin research and practices in developmental psychology, it is also highly relevant to psycho-logical science as a whole.},
  language  = {en}
}