about development affect the use of traditional conceptual frameworks in the study of social context and development among economically disadvantaged and ethnic/racial minority teens? Will research that incorporates nontraditional conceptual models of development yield more accurate assessments of the relationship between social context and the developmental pathways of economically and racially disadvantaged teen populations?
The research reported in this chapter was supported by grants to Linda Burton from the William T. Grant Foundation and a FIRST Award from the National Institute of Mental Health (No. R29 MH46057-01), and by a supplemental grant from the William T. Grant Foundation to Kevin Allison.
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