Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona

Lin, Alex R.; Simpkins, Sandra D.; Gaskin, Erin R.; Menjívar, Cecilia

doi:10.1080/10888691.2016.1224669

Cited by 20 publications

(14 citation statements)

References 62 publications

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“…At the same time, the findings suggest that programs do not have to be “about” or exclusively focused on culture to support cultural socialization or appeal to Latinx parents. Many of the caregivers saw programs as offering opportunities for youth to learn about their own and others’ cultural histories and practices (see also Lin et al, 2018). Moreover, language (e.g., use of Spanish) did not emerge as a major issue for parents; instead, other aspects of cultural socialization (beliefs, values, traditions) were more salient.…”

Section: Discussionmentioning

confidence: 99%

“…Latinx parents who enrolled their children in community-based Spanish language programs in Los Angeles valued language maintenance but placed differential emphasis on the value of biculturalism (Carreira & Rodriguez, 2011). Finally, a recent study found that, when asked about perceived benefits of organized activities for their adolescent children, Mexican-origin parents mentioned the acquisition of skills relating to both mainstream (American) and traditional (Mexican) cultural values (Lin, Simpkins, Gaskin, & Menjívar, 2018). This body of work indicates that cultural issues may be salient to parents’ views of organized youth programs.…”

Section: Latinx Parents’ Views Of Culture In Organized Activitiesmentioning

confidence: 99%

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“They Learn to Convivir”: Immigrant Latinx Parents’ Perspectives on Cultural Socialization in Organized Youth Activities

Iturbide

Gutiérrez

Munoz

et al. 2018

Journal of Adolescent Research

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This qualitative study explored immigrant Latinx parents’ views of the role organized youth activities play in their children’s cultural socialization. Respondents were 29 Latinx caregivers of adolescents participating in 13 project-based youth programs. Most caregivers were female ( n = 25) and biological parents ( n = 27); all were born outside the United States (83% in Mexico). Caregivers participated in structured open-ended interviews, which were analyzed using a consensual inductive approach. Although the programs did not focus primarily on cultural issues, two thirds of the caregivers discussed cultural elements relating to their child’s program participation. Three dimensions were identified that reflected how youth programs supported adolescents’ socialization: (a) Latinx socialization, (b) multicultural socialization, and (c) civic socialization. Collectively, these different types of socialization provide youth with skills for living in a diverse society. Parents’ views of cultural socialization as a multifaceted process are consistent with the growing consensus that successful adaptation for children of immigrants involves maintaining connections with the family’s heritage culture (enculturation) while developing skills to function in larger society (acculturation). By acknowledging culture as a salient dimension for Latinx youth from immigrant families, program effectiveness can be increased for all youth.

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Section: Discussionmentioning

confidence: 99%

Section: Latinx Parents’ Views Of Culture In Organized Activitiesmentioning

confidence: 99%

“They Learn to Convivir”: Immigrant Latinx Parents’ Perspectives on Cultural Socialization in Organized Youth Activities

Iturbide

Gutiérrez

Munoz

et al. 2018

Journal of Adolescent Research

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“…Mainstream activities often focus on a specific skill (e.g., sports, performing arts) or are general programs serving diverse youth. Although there is little research on the ethnic minority cultural features of mainstream activities, preliminary findings suggest that mainstream activities offer some cultural benefits to ethnic minority adolescents, such as reinforcement of Latino ethnic cultural values (Lin, Simpkins, Gaskin, & Menjívar, 2018).…”

Section: Developmental Considerations For Ethnic Minority Adolescentsmentioning

confidence: 99%

The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives

Ettekal

Simpkins

Menjívar

et al. 2019

Journal of Adolescent Research

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Grounded in bioecological theories, this mixed-method article examines aspects of culturally responsive organized activities. Study 1 used path analysis to quantitatively test relations between ethnic cultural features of activities (ways of integrating ethnic culture) and concurrent experiences ( N = 150 Latino adolescents). Findings were mixed, such that some features (e.g., teaching ethnic culture) predicted positive (e.g., increased autonomy) and negative (e.g., emotional) experiences. Study 2 disentangled the nuances of ethnic culture by qualitatively exploring perspectives on three features ( N = 34 Mexican-origin adolescent-parent dyads): ethnic cultural content, same-ethnic leaders/peers, and Spanish language use. Thematic analysis revealed the complexities of ethnic culture. Some parents and adolescents wanted activities that represented mainstream American culture; others wanted Latino ethnic culture, but were unhappy with the ways it was integrated into activities. Parents and adolescents thought their ethnic culture was misrepresented (e.g., Cinco de Mayo was celebrated as Mexican Independence Day) or represented narrowly (e.g., La Bamba was the school band’s only Mexican song). Findings suggest that integrating ethnic cultural features is not an “all or nothing” decision, and how it is done matters considerably. Families’ perspectives and voice would help ensure ethnic culture is integrated in authentic, preferred ways.

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“…Parents' beliefs about youth' s organized activities often have been characterized by (a) what parents view as the benefits and drawbacks of activities in general and (b) parents' beliefs about a specific activity for their child. Parents believe activities teach youth a number of life skills, such as respect, discipline, responsibility, teamwork, and conflict resolution (Dunn, Kinney, & Hofferth, 2003;Lin, Simpkins, Gaskin, & Menjívar, 2018). Parents in middle-or high-income families describe activities as an essential experience of childhood because they provide what they view as the necessary human and social capital for their children to successfully transition into adulthood (e.g., entry into elite universities; Lareau, 2011;Levey Friedman, 2013).…”

Section: Parents' Beliefsmentioning

confidence: 99%

Families and organized after-school activities for youth.

Simpkins¹,

Fredricks²,

Lin³

2019

APA Handbook of Contemporary Family Psychology: Applications and Broad Impact of Family Psychology (Vol. 2).

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Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona

Cited by 20 publications

References 62 publications

“They Learn to Convivir”: Immigrant Latinx Parents’ Perspectives on Cultural Socialization in Organized Youth Activities

“They Learn to Convivir”: Immigrant Latinx Parents’ Perspectives on Cultural Socialization in Organized Youth Activities

The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives

Families and organized after-school activities for youth.

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