Relevant bibliographies by topics / Minority Group Children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Minority Group Children'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Minority Group Children"

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ARCHIVIST. "Helicobacter pylori in minority group children." Archives of Disease in Childhood 85, no. 4 (2001): 285. http://dx.doi.org/10.1136/adc.85.4.285.

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Henderson, Ronald W. "The psychosocial development of minority group children." Journal of School Psychology 23, no. 3 (1985): 291–92. http://dx.doi.org/10.1016/0022-4405(85)90022-6.

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Griffiths, Judith A., and Drew Nesdale. "In-group and out-group attitudes of ethnic majority and minority children." International Journal of Intercultural Relations 30, no. 6 (2006): 735–49. http://dx.doi.org/10.1016/j.ijintrel.2006.05.001.

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Molnar, Alex. "School Commercialism Hurts All Children, Ethnic Minority Group Children Most of All." Journal of Negro Education 72, no. 4 (2003): 371. http://dx.doi.org/10.2307/3211189.

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Schölmerich, Axel, Birgit Leyendecker, Banu Citlak, Ulrike Caspar, and Julia Jäkel. "Assessment of Migrant and Minority Children." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (2008): 187–94. http://dx.doi.org/10.1027/0044-3409.216.3.187.

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Testing children with minority status or migration background poses particular challenges for educators and researchers. More obvious are language barriers, but there may also be more complex limitations based on cultural or contextual differences. The literature on testing migrant and minority children is summarized in a brief historical perspective, focusing on the use of standardized tests. Potential biases in testing minority and migrant children are discussed, and empirical results of testing two groups of preschool age children of nonmigrant (N = 50) and migrant status (N = 35) with the ET 6–6 in Germany are presented. Results indicate significant group differences to the disadvantage of the migrant children in some scales, however, both groups scored within the normal range of one standard deviation around the test norm. The migrant group children were tested in their dominant language, and they used more time to complete the test. Interpretation of test results should use caution, particularly when using tests to support placement in educational settings.
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Phuntsog, Nawang. "Immigrant Tibetan Children in U.S. Schools: An Invisible Minority Group." Multicultural Perspectives 2, no. 4 (2000): 17–21. http://dx.doi.org/10.1207/s15327892mcp0204_4.

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Verkuyten, Maykel, and Jochem Thijs. "Peer victimization and self-esteem of ethnic minority group children." Journal of Community & Applied Social Psychology 11, no. 3 (2001): 227–34. http://dx.doi.org/10.1002/casp.628.

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Leman, Patrick J., Malak Ben-Hmeda, Jo Cox, Christina Loucas, Sophia Seltzer-Eade, and Ben Hine. "Normativity and friendship choices among ethnic majority- and minority-group children." International Journal of Behavioral Development 37, no. 3 (2013): 202–10. http://dx.doi.org/10.1177/0165025413477315.

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Two-hundred-and-fifty-eight White British (ethnic majority) and British South Asian (minority) children (5, 9 and 13 years old) chose potential friends from descriptions of peers who had traits and preferences that were either consistent (normative) or inconsistent (deviant) with ethnic group membership. White children chose peers from the ethnic ingroup. Younger Asian children (5 years) more often selected an outgroup peer, although ingroup choices increased with age (9 and 13 years). Normativity and strength of ethnic identification did not affect choices. However, children who selected an outgroup child tended to have more cross-ethnic friendships than those who did not. The implications for theories of group dynamics and intergroup contact are discussed.
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Finnas, F. "Choosing for the Children: The Affiliation of the Children of Minority-Majority Group Intermarriages." European Sociological Review 19, no. 5 (2003): 483–99. http://dx.doi.org/10.1093/esr/19.5.483.

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Kelly, Madeleine, and John Duckitt. "Racial Preference and Self-Esteem in Black South African Children." South African Journal of Psychology 25, no. 4 (1995): 217–23. http://dx.doi.org/10.1177/008124639502500403.

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Discrimination against black minority children was originally viewed as causing them to evaluate their own-group negatively and the white out-group positively, resulting in impaired self-esteem. Research, however, has produced inconsistent findings, possibly because of social change and the black consciousness movement. The present study investigated this issue among black South African children, a social group that has experienced particularly severe racial discrimination. As expected, the findings indicated that self-esteem, own-group racial pride, and overall ethnocentrism were significantly higher amongst older ( n = 37; 10 to 12-years old) than among younger black children ( n = 41; 6 to 8-years old). The younger children showed a slight though non-significant tendency to out-group favouritism, while the pattern for the older children was non-preference. However, the correlations of self-esteem with in-group pride, out-group prejudice, and overall ethnocentrism were non-significant suggesting that the own-group and out-group attitudes of minority children do not necessarily effect their self-attitudes.
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Dissertations / Theses on the topic "Minority Group Children"

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Bain, Pauline. "Jah children the experience of Rastafari children in South Africa as members of a minority group with particular reference to communities in the former Cape Province." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002650.

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This thesis is an ethnography of Rastafari childhood in the former Cape Province, South Africa, through the eyes of both parents and children. If children are a ‘muted group’, then what are the identity formation implications for “double-muted” groups, the children of ethnic minorities whose voices are not heard? Rasta parents’ experience of the struggle, ie. the opposition to apartheid, has shaped the Rastafari chant of ‘equal rights’ and ‘justice’ into a distinctly South African form of protest and resistance. Their childhood experiences have resulted in a desire to provide a better life for their children, using Rastafari as a vehicle. This is expressed in a continuation of the struggle that was started during apartheid, in the Rasta ideology children grow up learning. The Rasta child has become a contested body in this struggle. The South African Government, through policy, has a mandate to protect the child, and legislature exists to do so in accordance with international law. However, as child-raising differs phenomenally from culture to culture, these goals on the part of the State start infringing upon the rights and freedoms of minorities to raise their children according to their own cultural goals. This study examines the tension between Rastafari and government with regards to child raising, specifically looking at the following main points of contestation: public health, public schools and policy/legislation; in order to examine how Rasta children negotiate their identity in the face of these conflicting messages and struggles. Their identity can be influenced by three main groups, the Rasta family they grow up in; school; and multi-media. What these children choose to accept or reject in their worldview is moderated by their own agency. This study shows that this tension results in a new generation of Rastafari children, who are strongly grounded in an identity as Rastafari and take pride in this identity. It also illustrates how Rastafari are impacting on and changing government policy through resistance. Their successes in challenging the state on the grounds of multiculturalism and religious freedom, has helped in the attainment of a sense of dignity.
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Ahluwalia, Ekta. "Parental Cultural Mistrust, Background Variables, and Attitudes Toward Seeking Mental Health Services for Their Children." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330704/.

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Attitudes toward mental illness and the willingness to seek psychological treatment for their children among ethnic minority group parents were investigated. Participants consisted of black, Hispanic, Native American and Asian parents. All parents were given the Terrell and Terrell Cultural Mistrust Inventory, Cohen and Struening Opinions About Mental Illness Scale, Reid-Gundlach Social Services Satisfaction Scale, Fischer-Turner Attitudes Toward Seeking Professional Help Scale, and Ahluwalia Parents' Psychological Help-Seeking Inventory. A multiple regression model was used to explore the purpose of this study. Parental mistrust level, ethnicity, education, income level, and opinions about mental illness served as predictor variables. The criterion variables consisted of scores on the Social Services Satisfaction Scale and Attitudes Toward Seeking Professional Psychological Help Scale. The results indicated that the most significant predictor of psychological help-seeking was parental cultural mistrust level. Parents with higher cultural mistrust levels were less likely to seek help. Education was also predictive of black and Native American parents' help-seeking attitude and willingness to seek psychological help for their children. Black and Native Americans with lower levels of education were less willing to seek treatment for their children than members of those ethnic groups with higher levels of education. Ethnicity was also related to parental willingness to seek help for their children. Hispanic and black parents expressed more willingness to seek help than Native American and Asian parents. Finally, parents' opinions about mental illness were found to be significantly related to help-seeking attitude. Parents with positive opinions about mental illness were more likely to utilize professional psychological help than those parents with negative opinions about mental illness. Some clinical and theoretical implications of these findings are discussed.
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Deadrick-Boone, Karima Aisha. "The perceived influence of spirituality in adolescent residential group homes." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2647.

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This qualitative study explores the perceived influence of spirituality on ethnic minority adolescent's outcomes in faith-based residential group homes. Study results offer a deeper understanding of the influence and implementation of spiritual practices among children impacted by child welfare.
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Adger, Sonja M. "The underrepresentation of minority groups in North Carolina's gifted programs /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/adgers/sonjaadger.pdf.

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Platt, Lucinda. "The experience of poverty : welfare dynamics among children of different ethnic groups." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365527.

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France-Dawson, Merry. "The social context of health care for minority ethnic groups diagnosed as having sickle cell conditions." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021509/.

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Health care needs are socially defined and care provision is dependent on these definitions. There is generally poor consideration of the needs of people with genetically determined conditions, especially when they are perceived to be rare. In Britain, sickle cell conditions mainly affect people of African and Caribbean ancestry. Sickle cell is considered to be rare by many health professionals despite the fact that 1 in 10 people from these ethnic groups carry the gene, and that each year more than 200 babies are born with serious sickle cell states in London alone. This study was conducted in two parts. Part 1 examines how much people who with one or more sickle cell genes know about the conditions. It investigates their experiences of and perceived need for health care and their attitudes regarding self-care. The study also examines whether clients have received genetic and other counselling, understood the information provided and whether they were encouraged to use positive health strategies to avoid ill health. Part 2 examines how the socialisation and education of nurses and health visitors may have affected their knowledge of sickle cell conditions. It assesses their experience of caring for people with the conditions and the contributions they could make to patient/client care. Statutory and voluntary sickle cell counsellors were also interviewed regarding the service they provided, their satisfaction with that service and their perceived needs for improving such services. The socialisation of individuals is discussed to show how the different racial groups (ie. largely carers versus clients) involved in the study, develop perceptions of each other, and how this could contribute to misconceptions on both sides as well as to the overall health problems of people with sickle cell conditions. Social environments (ie. housing, employment, education, racism and so on) are also discussed.
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Bovino, Rebecca Joann. "Effects of an asthma education program for Spanish-speaking parents of asthmatic children." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2666.

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Asthma is a serious respiratory disease that is affected by environmental and psychological variables. Asthma education programs are used to reduce the morbidity associated with asthma and to teach people how to better manage their illness so that they might have a higher quality of life. Although much research has examined the effectiveness of asthma education programs within the Caucasian community, no research has been done to see if asthma education programs are effective in the Hispanic community. This study examined the effects of an asthma education program directed towards three Spanish-speaking parents of children, 7–17 years old, who were diagnosed with asthma. Participants were recruited from local health clinics with written advertisements and were given a monetary reward for their participation in the study. This study was a series of AB designs with staggered baselines, as well as pre and post testing. The pretests and posttests include translated checklists that measure knowledge, self-efficacy, symptoms, problem behaviors, and quality of life of caretakers of children with asthma. Data were also collected on the number of doctor visits and asthma attacks. Treatment consisted of a 2-hr asthma education intervention in Spanish for the parents and caretakers of asthmatic children. It was expected that symptoms, number of doctor visits, number of asthma attacks, and problem behaviors would decline and that knowledge, self-efficacy and quality of life would increase for each of the participants. Only parent knowledge of asthma management techniques increased significantly after the implementation of the treatment. Implications of the study are discussed.
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Moore, Gabrielle. "Magic Mae." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525191279688537.

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Thompson, Brenda M. "Asian-named minority groups in a British school system: A study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford." Thesis, University of Bradford, 1991. http://hdl.handle.net/10454/2814.

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This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.
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Thompson, Brenda Mary. "Asian-named minority groups in a British school system : a study of the education of the children of immigrants of Indian, Pakistani or Bangladeshi origin from the Indian sub-continent or East Africa in the City of Bradford." Thesis, University of Bradford, 1991. http://hdl.handle.net/10454/2814.

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This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.
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Books on the topic "Minority Group Children"

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Garrett, Paul Michael. The "invisible" ethnic minority: Social work, social services departments and Irish children and families : a report for the All-Party Irish in Britain Parliamentary Group. Action Group for Irish Youth, 2003.

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Savage inequalities: Children in America's schools. Crown Pub., 1991.

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Savage inequalities: Children in America's schools. HarperPerennial, 1992.

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Messier, Camille. Multiethnic adolescents with behavioural problems in Québec youth centers: Synthesis of research results and profile by ethnic group. Commission de protection des droits de la jeunesse, 1994.

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Ho, Man Keung. Minority children and adolescents in therapy. Sage Publications, 1992.

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Gibbs, Jewelle Taylor. Children of color: Psychological interventions with minority youth. Jossey-Bass Publishers, 1989.

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Joughin, Carol, and Mhemooda Malek. Mental health services for minority ethnic children and adolescents. Jessica Kingsley Publishers, 2004.

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The education of poor and minority children: A world bibliography. Greenwood Press, 1986.

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Norton, Donna E. Multicultural children's literature: Through the eyes of many children. 4th ed. Pearson, 2012.

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Multicultural children's literature: Through the eyes of many children. Merrill Prentice Hall, 2001.

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Book chapters on the topic "Minority Group Children"

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Schneider, Barry H. "The Minority in Person: Gifted Children in Therapy." In The Gifted Child in Peer Group Perspective. Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4613-8731-2_6.

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Verkuyten, Maykel, and Fenella Fleischmann. "Ethnic Identity among Immigrant and Minority Youth." In The Wiley Handbook of Group Processes in Children and Adolescents. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118773123.ch2.

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Wasserman, Gail A., Susan A. Brunelli, Virginia A. Rauh, and Luz E. Alvarado. "The Cultural Context of Adolescent Childrearing in Three Groups of Urban Minority Mothers." In Puerto Rican Women and Children. Springer US, 1994. http://dx.doi.org/10.1007/978-1-4615-2472-4_10.

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"Educational opportunity for minority group children in Canada." In World Yearbook of Education 1981. Routledge, 2013. http://dx.doi.org/10.4324/9780203080504-24.

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"PART III : MINORITY GROUP CHILDREN IN MULTICULTURAL CONTEXTS." In Routledge Library Editions: Education Mini-Set J Multi-cultural Education 8 vol set. Routledge, 2011. http://dx.doi.org/10.4324/9780203144954-146.

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van Tubergen, Frank, and Sanne Smith. "Making Friends across Ethnic Boundaries: Are Personal Networks of Adolescents Diverse?" In Growing up in Diverse Societies. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266373.003.0007.

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How ethnically diverse are the social networks of adolescents in Europe? The present study finds that ethnic majority youth in England, Germany, Netherlands and Sweden have very few ties to ethnic minority peers, either in the neighbourhood or at school. The networks of ethnic minorities are more mixed, because the groups to which they belong are smaller in size. Such structural opportunities for meeting members of other groups also plays a key role in understanding why some ethnic minority groups—being smaller in size—are more ‘open’ than other groups. Next to opportunities, also in-group preferences appear important. Both majority and minority groups exhibit a preference to befriend peers from their own ethnic group. Possibly, parents play a role in overcoming these ethnic boundaries. Findings suggest that having more ethnically mixed personal networks and more-positive attitudes towards other ethnic groups is transmitted from parents to their children.
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Kamibeppu, Marybeth. "Leaving Room for Minority Culture." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/3.

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This chapter is targeted at families raising bilingual and bicultural children in the Japanese school system. In it, I will discuss how one bicultural family approached fitting into Japanese school and society while still developing the minority-language mother’s culture and language. Since one family’s experience could be attributed to unique circumstances, to provide additional insights and perspectives eight other expatriate parents were interviewed either face-to-face (four parents) or via an online survey (four parents) to highlight some of the common strategies and experiences they used over time. For this study, the minority language is English as the international families all have an English first-language (L1) speaker or a bilingual (Japanese/English) parent. Each child in this paper has been educated primarily in Japanese public elementary, and public and private junior high and high schools. However, depending on the circumstance, some families have also chosen to embrace education outside the Japanese system. For some, this was a few weeks or months during elementary school, and for others it was for university or study abroad. For all the families who participated in my research for this chapter, education included an organized social and educational support group for raising bilingual children outside of school. Specifically, this chapter will explore the following: (1) how expatriate parents supported their own culture; (2) the importance of support from other families raising bilingual English/Japanese children while living in Japan; (3) what parts of these families’ experiences can enrich the lives of other bicultural families; and (4) how families can balance Japanese school clubs (bukatsu), supplementary education, school, and finances to support a family while still maintaining a minority language and culture.
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Blandón-Gitlin, Iris, Hayley Cleary, and Alisa Blair. "Race and Ethnicity as a Compound Risk Factor in Police Interrogation of Youth." In The Legacy of Racism for Children. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190056742.003.0010.

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This chapter focuses on juveniles, particularly juveniles of color, in police interrogation contexts. A scientific and professional perspective is provided on the factors affecting children in this setting. The chapter draws from the adult and juvenile literature on interrogation, as well as research on racial factors, to suggest that there are unique vulnerabilities that minority and stigmatized youth bring to the interrogation context. These vulnerabilities may increase their susceptibility to interrogative pressures and false confessions. The chapter also provides recommendations for ways to protect this vulnerable group and calls for interrogation scholars to add race and ethnicity to their research inquiries. This will provide a clearer empirical understanding of the mechanisms by which race and ethnicity affect interview and interrogation behavior and outcomes.
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Rombo, Dorothy O., Anne Namatsi Lutomia, and Inviolata L. Sore. "Applying Data Triangulation to Explain Parenting Experiences in the African Diaspora." In Multidisciplinary Issues Surrounding African Diasporas. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-5079-2.ch005.

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This study investigated African diaspora parenting in the United States. Three different sources of data were analyzed: parents' focus group discussions, interviews from children and parents, and YouTube videos made by African immigrant children living in the United States. This study applied the thematic analysis methodology, and the results validate other studies that found that parenting is influenced by culture. The results also show that African immigrant parents in the United States use abstract yet multifaceted approaches to parenting, while their children acculturate faster but are also aware of their African cultural heritage. Overall, this chapter underscores the importance of triangulation in studying ethnic minority groups, not only in the way that it precludes lumping their stories together, but also how this method reduces bias and increases the relevance of data.
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Treanor, Morag C. "Adversity and poverty." In Child Poverty. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447334668.003.0009.

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Chapter nine looks at the children who are particularly vulnerable and who are at increased risk of living in poverty. Some of these children are living outwith the protection of family and community, e.g. looked after children and refugee/asylum-seeking children, which enhances their risk of poverty and lack of support. Other children are bearing inappropriate levels of responsibility and are a hidden population, such as young carers. There is also a proportion of children who experience trauma and adversity in childhood, sometimes called ‘adverse childhood experiences (ACEs) - such as parental mental health issues, domestic abuse or a parent in prison - that put them at particular risk. These adverse circumstances can also make children more likely to experience complex needs in adulthood, such as homelessness, imprisonment, addiction or mental health issues. It is often the case that these particular adversities are confused with poverty, and there is often the assumption that all children living in poverty are exposed to adverse experiences. This chapter shows that, while it is the minority of children who experience additional adversities in childhood, they comprise a group of children in great need of dedicated services and a dedicated policy response.
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Conference papers on the topic "Minority Group Children"

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Hasanova, Aytakin. "PREDICTIVE GENETIC SCREENING." In The First International Scientific-Practical Conference- “Modern Tendencies of Dialogue in Multidenominational Society: philosophical, religious, legal view”. IRETC MTÜ, 2020. http://dx.doi.org/10.36962/mtdms202029.

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Human, as a species, is very variable, and his variability is at the basis of his social organization. This variability is maintained, in part, by the chance effects of gene assortment and the variation in these genes is the result of mutations in the past. If our remote ancestors had not mutated we would not he here; further, since no species is likely to he able to reduce its mutation rate substantially by the sort of selection to which it is exposed, we may regard mutations of recent origin as part of the price of having evolved. We are here: all of us have some imperfections we would wish not to have, and many of us are seriously incommoded by poor sight, hearing or thinking. Others among us suffer from some malformation due to faulty development. A few are formed lacking some essential substance necessary to metabolize a normal diet, to clot the blood, or to darken the back of the eye. We will all die and our deaths will normally be related to some variation in our immu-nological defences, in our ability to maintain our arteries free from occlusion, or in some other physiological aptitude. This massive variation, which is the consequence both of chance in the distribution of alleles and variety in the alleles themselves, imposes severe disabilities and handicaps on a substantial proportion of our population. The prospects of reducing this burden by artificial selection from counsel¬ling or selective feticide will be considered and some numerical estimates made of its efficiency and efficacy. Screening is a procedure by which populations are separated into groups, and is widely used for administrative and other purposes. At birth all babies are sexed and divided into two groups. Later the educable majority is selected from the ineducable minority; later still screening continues for both administrative and medical purposes. Any procedure by which populations are sifted into distinct groups is a form of screening, the word being derived from the coarse filter used to separate earth and stones. In medicine its essential features are that the population to be screen¬ed is not knowingly in need of medical attention and the action is taken on behalf of this population for its essential good. A simple example is provided by cervical smear examination, the necessary rationale for which must be the haimless and reliable detection of precancerous changes which can be prevented from becoming irreversible. Any rational decision on the development of such a service must be based on a balance of good and harm and any question of priorities in relation to other services must be based on costing. The balance of good and harm is a value judgement of some complexity. In the example of cervical smears anxiety and the consequences of the occasional removal of a healthy uterus must be weighed against the benefits of the complete removal of a cancerous one, and such matters cannot be costed in monetary terms. In fact, even such an apparently simple procedure as cervical screening is full of unknowns and many of these unknowns can only be resolved by extensive and properly designed studies. In genetic screening the matter is even more complicated, since the screening is often vicarious; that is, one person is screened in order to make a prediction on what may happen to someone else, usually their children, who may be un¬conceived or unborn. Further, the action of such screening may not be designed to ameliorate disease, but to eliminate a fetus which has a high chance of an affliction, or to prevent a marriage in which there is a mutual predisposition to producing abnormal children. These considerations impose very considerable dif¬ferences, since the relative values placed on marriage, on having children within marriage, and on inducing abortion, vary widely between individuals and between societies.
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Reports on the topic "Minority Group Children"

1

Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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