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ERIC Number: EJ1342878
Record Type: Journal
Publication Date: 2022-Jul
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0743-5584
EISSN: N/A
Parent Support of Mexican-Descent High School Adolescents' Science Education: A Culturally Grounded Framework
Soto-Lara, Stephanie; Simpkins, Sandra D.
Journal of Adolescent Research, v37 n4 p541-570 Jul 2022
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1054798; DRL1560889; DRL1760757