Parent Support of Mexican-Descent High School Adolescents' Science Education: A Culturally Grounded Framework

Autor/inn/en	Soto-Lara, Stephanie; Simpkins, Sandra D.
Titel	Parent Support of Mexican-Descent High School Adolescents' Science Education: A Culturally Grounded Framework
Quelle	In: Journal of Adolescent Research, 37 (2022) 4, S.541-570 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soto-Lara, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558420942478
Schlagwörter	Parent Student Relationship; Mexican Americans; High School Students; Science Education; Best Practices; Barriers; Cultural Relevance; Parent Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Hispanoamerikaner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Elternverhalten; Schülerverhalten
Abstract	The aim of this study was to use sociocultural perspectives to elaborate on Eccles' parent socialization model and create a culturally grounded, multidimensional model of parent support among Mexican-descent families. Given Latinx underrepresentation in science, technology, engineering, and mathematics careers, we focus on science as an important domain in which to study parent support. Using a qualitative approach, this study examines (a) what forms of parent science support do Mexican-descent parents and adolescents perceive as best practices and (b) what are the social, cultural, and contextual barriers parents face and in what ways do parents continue to support their adolescents in science in spite of those barriers? Seventy-four parent (mean age: 40 years; 23% U.S.-born and 77% Mexico-born) and 73 adolescent (mean age: 15 years; 41% female) nterviews were analyzed using inductive and deductive approaches. Findings suggest that parents use traditional and nontraditional culturally grounded forms of support: involvement at home, providing words of encouragement (e.g., "échale ganas"), and leveraging resources (e.g., kin support). Participants felt work-related barriers, linguistic barriers, and limited science knowledge shaped parents' support. Results highlight the unique ways parents support their adolescents' science education as well as the need for educators to consider how parents' sociocultural experiences shape their support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01