"Don't Just Tell Me the Answer": Ethnicity, Gender and Parents' Science Scaffolding

Autor/inn/en	Short-Meyerson, Katherine; Sandrin, Susannah; Meyerson, Peter; White, Lindsey
Titel	"Don't Just Tell Me the Answer": Ethnicity, Gender and Parents' Science Scaffolding
Quelle	In: Journal of Latinos and Education, 21 (2022) 1, S.24-38 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Short-Meyerson, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1612397
Schlagwörter	Grade 4; Elementary School Students; Science Activities; Parent Child Relationship; Science Interests; Parent Influence; Hispanic Americans; Scientific Attitudes; Comparative Analysis; Socioeconomic Status; Content Analysis; Second Language Learning; Barriers; Problem Solving; Cultural Context; Gender Bias; Enrichment; Outreach Programs; Informal Education; Ethnicity; Spanish; English (Second Language); Hands on Science + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hispanic; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status; Inhaltsanalyse; Zweitsprachenerwerb; Problemlösen; Geschlechterstereotyp; Bereicherung; Jobcoaching; Informelle Bildung; Nichtformale Bildung; Ethnizität; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study examines interactions of fourth graders and their parents during informal science activities to understand the parental influence on children's science interests, attitudes, and participation. Sixteen Latino/a parent-child dyads and 16 Non-Latino/a parent-child dyads, matched on socioeconomic status (SES), participated in this qualitative study. Content analysis elucidated themes including parental intrusive support, aiming for deeper understanding, questioning by parents and children, language challenges, parent and child affect, and parent-dominated, child-dominated, or collaborative problem solving. Potential differences in cultural context and gender biases are explored and approaches to parental outreach and enrichment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01