As the United States continues to diversify, we review research on both the benefits and challenges of diversity in developmental science. Taking a "contact in context" approach, we focus on the ways that structural and interpersonal diversity influence ethnic/racial developmental processes and outcomes from early childhood to adolescence. We also consider the ways in which a child's own ethnicity/race may shape diversity experiences and outcomes over time. Although we review both the benefits and challenges of moving toward diversity, we offer this review with the ultimate goal of optimizing benefits and minimizing challenges. We offer a conceptual model of "contact in context" that integrates diversity at multiple levels, child ethnicity/race, and developmental changes over time. We conclude with recommendations for future research including: development of more nuanced measures that incorporate multiple levels of diversity, time, and child's ethnicity/race.
Few societal attitudes and opinions have changed as quickly as those regarding sexual minority people and rights. In the context of dramatic social change in the space of a single generation, there have been multiple policy changes toward social inclusion and rights for lesbian, gay, and bisexual (LGB) people, and perceptions that the sociocultural context for LGB people - perhaps particularly for youth - has improved. Yet recent evidence from the developmental sciences points to paradoxical findings: in many cases there have been growing rather than shrinking health disparities. In light of swift sociocultural changes, combined with emergent findings regarding the health and wellbeing of sexual minority youth, we suggest that there is a developmental collision between normative adolescent developmental processes and sexual minority youth identities and visibility. The result is a new reality for sexual minority youth health and disparities.
Human development approaches to time perspective that are life-span and include multiple developmental periods are largely lacking in the literature even though the topic has received wide attention from many scholars. Extant studies have focused on specific age groups or have compared younger and older adults. This introduction addresses these issues and provides on overview of the multidimensional, developmental, and modifiable qualities of time perspective. The four contributions focus on distinct age groups including adolescents, young adults, middle-aged adults, and older adults. The papers included several conceptualizations of time perspective, diverse participants, and age-specific outcomes. Collectively, this work sets the stage for the next era of age-related research on time perspective.
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