Science Conversations during Family Book Reading with Girls and Boys in Two Cultural Communities

Autor/inn/en	Shirefley, Tess A.; Castañeda, Claudia L.; Rodriguez-Gutiérrez, Joyce; Callanan, Maureen A.; Jipson, Jennifer
Titel	Science Conversations during Family Book Reading with Girls and Boys in Two Cultural Communities
Quelle	In: Journal of Cognition and Development, 21 (2020) 4, S.551-572 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2020.1797750
Schlagwörter	Story Reading; Student Interests; Parent Participation; Interpersonal Communication; Preschool Children; Whites; Hispanic Americans; Racial Differences; Gender Differences; Ethnicity; Educational Attainment; Parent Background; Books; Cultural Differences; Sciences; Science Interests; Socioeconomic Status; California + Suchen Sie Ihr Suchwort? Studieninteresse; Elternmitwirkung; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; White; Weißer; Hispanic; Hispanoamerikaner; Rassenunterschied; Geschlechterkonflikt; Ethnizität; Bildungsabschluss; Bildungsgut; Elternhaus; Book; Buch; Monographie; Monografie; Kultureller Unterschied; Science; Wissenschaft; Socio-economic status; Sozioökonomischer Status; Kalifornien
Abstract	Family conversations about science-related topics, including those involving storybook reading, may set the stage for children's interest in science. We investigated how parents from two cultural backgrounds engaged in science talk while reading a science-related storybook with their preschool-aged daughters and sons. Consistent with our commitment to avoid deficit thinking, our questions focus on variability within a group of European-American parents and a group of Latine parents, rather than comparing groups. Our sample included 38 European-American families (20 girls), and 27 Latine families (12 girls) from three coastal regions of California, varying in educational background. Our results indicate that parents from both groups read most of the text, had conversations beyond the text, and specifically engaged in science talk when elaborating beyond the book with their children. European-American parents with 12-16 years of schooling engaged in science talk more with boys than with girls, whereas the science talk of European-American parents with more than 16 years of schooling did not differ by children's gender. Latine parents did not differ significantly in their science talk by years of parents' schooling or by children's gender. Results are discussed as they relate to current conversations about early socialization of science interest and engagement for boys and girls in diverse families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01