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The goal of this special issue is a multidisciplinary examination of diverse areas of child development, including family and peer relations, social interaction, identity pro-cesses, language, cognition, schooling, and health. Submitted manuscripts were expected to present original research on a minority group or subgroup, or on comparisons of groups. Seventy-six papers were submitted. The 19 accepted articles, together with the five research reviews, provide a good over-view of what is known and what new research is needed in the area of minority child development. The manuscripts represent significant ethnic diversity among both senior and contributing authors. An overarching theme is what minority status means, beginning with prenatal development and extending into parenthood-where child-rearing practices, values, knowledge, and beliefs and their effects on child development are examined.