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AutorenLin, Alex R.; Simpkins, Sandra D.; Gaskin, Erin R.; Menjívar, Cecilia
TitelCultural Values and Other Perceived Benefits of Organized Activities: A Qualitative Analysis of Mexican-Origin Parents' Perspectives in Arizona
QuelleIn: Applied Developmental Science, 22 (2018) 2, S.89-109 (21 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1088-8691
DOI10.1080/10888691.2016.1224669
SchlagwörterMexican Americans; Parents; Parent Attitudes; Barriers; Cultural Influences; Qualitative Research; Activities; Skill Development; Acculturation; Learning Activities; Prosocial Behavior; Values; Religion; Family Environment; Grade 7; Early Adolescents; Individual Characteristics; Semi Structured Interviews; Statistical Analysis; Youth Programs; Clubs; Participation; Individual Development; Interpersonal Competence; Safety; Physical Activities; Academic Achievement; Content Analysis; Arizona
AbstractThe limited understanding on why Latino parents endorse organized activities is problematic given that these beliefs can help elucidate why they overcome barriers to support their children's participation. In this study, we analyzed interviews from a diverse group of 34 Mexican-origin parents who resided in Arizona. Results of the study indicate that although organized activities were perceived as contexts that can help youth gain skills reflecting mainstream American values (e.g., school engagement, interpersonal skills), parents also thought that activities promoted positive behaviors associated with their ethnic culture based on traditional values related to "respeto," "familism," and "religiosity." The implications of this study suggest that understanding Mexican-origin parents' perspectives can help organized activity leaders design programs that fully address the benefits that families seek from organized activities. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/05
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