Maternal Teaching Strategies in Chicano and Anglo‐american Families: The Influence of Culture and Education on Maternal Behavior

Laosa, Luis M.

doi:10.1002/j.2333-8504.1980.tb01199.x

Cited by 71 publications

(112 citation statements)

References 4 publications

(7 reference statements)

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“…For example, Mayan mothers with extensive schooling used more school-like division of labor and were involved in less multiway collaboration than Mayan mothers who had limited schooling (Chavajay & Rogoff, 2002). Chicano mothers with little schooling tended to teach with more modeling than Anglo-American mothers, who tended to use more questions and praise, but differences disappeared when maternal schooling was held constant (Laosa, 1980;Steward & Steward, 1974).…”

Section: Constellations Of Practice Related To Schooling and Indigenomentioning

confidence: 99%

“…When children in turn become parents, their interaction with their children may reflect the practices of schooling that they have experienced (Laosa, 1980(Laosa, , 1981LeVine et al, 1991;Mejía Arauz, Rogoff, & Paradise, 2005;Moreno & Valencia, 2002;Richman, Miller, & LeVine, 1992;Rogoff et al, 1993). For example, Guatemalan Mayan mothers with little experience with Western schooling organized their interactions with their children in more collaborative multiparty engagements than Mayan mothers with extensive schooling, who more often divided the group into dyads or individual participants, in a manner resembling the organization of schooling (Chavajay & Rogoff, 2002).…”

Section: Maternal Schooling and Social Organizationmentioning

confidence: 99%

“…For example, Guatemalan Mayan mothers with little experience with Western schooling organized their interactions with their children in more collaborative multiparty engagements than Mayan mothers with extensive schooling, who more often divided the group into dyads or individual participants, in a manner resembling the organization of schooling (Chavajay & Rogoff, 2002). Studies of U.S. maternal teaching styles have found that Chicana mothers tended to use more modeling to teach their children, compared with Anglo-American mothers, who tended to use more questions and praise, but the differences were minimized when maternal schooling was held constant (Laosa, 1978(Laosa, , 1980(Laosa, , 1982Steward & Steward, 1973, 1974; see also Moreno, 2000). The ways in which mothers interact with their children may influence children's approaches to interaction in other situations; across generations, experience with the social organization of schooling, and related practices, may increasingly compete with indigenous communities' ways of organizing in groups.…”

Section: Maternal Schooling and Social Organizationmentioning

confidence: 99%

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Cultural Variation in Children's Social Organization

et al. 2007

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This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children.

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Section: Constellations Of Practice Related To Schooling and Indigenomentioning

confidence: 99%

Section: Maternal Schooling and Social Organizationmentioning

confidence: 99%

Section: Maternal Schooling and Social Organizationmentioning

confidence: 99%

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Cultural Variation in Children's Social Organization

et al. 2007

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“…This phenomenon is highlighted in the teaching strategies parents use in interactions with children. The teaching/learning strategies used in the home influences how children perform on problem-solving situations in school (Laosa, 1980;Laosa & DeAvila, 1979;Steward & Steward, 1973).…”

Section: Sensitivity To Discontinuitymentioning

confidence: 99%

Family Ecologies of Ethnic Minority Children

Harrison¹,

Wilson²,

Pine³

et al. 1990

Child Development

412

324

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N.; PINE, CHARLES J.; CHAN, SAMUEL Q.; and BURIEL,RAYMOND. Family Ecologies of Ethnic Minority Children. CHILD DEVELOPMENT, 1990, 61,347-362. This article discusses a proposed interconnectedness between the ecologies of ethnic minority families, adaptive strategies, socialization goals, and child behavioral outcomes. The ethnic minority groups included are African American, American Indian/Alaskan Native, Asian Pacific Americans, and Hispanics. Demographic information on population size, geographic area of concentration, and preferred identity terms is provided. It is argued that adaptive strategies, including extendedness of families and role flexibility, biculturalism, and ancestral worldview, emerge from the ecological challenges of ethnic stratification status. These adaptive strategies foster the child-rearing goals of positive orientation to the ethnic group and socialization for interdependence, which in turn enhance the developmental outcomes of cognitive fiexibility and sensitivity to discontinuities among ethnic minority children.Except for the first two, authors are listed in the order of joining the project. Special thanks to

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“…This type of mini-teaching situation has been used to investigate between-adult differences in order to determine, for example, differences in maternal teaching style according to cultural background (Dixon et aL, 1984;Laosa, 1980). It is used in this study to ascertain the extent to which each individual adult adopts a different teaching style according to the ethnicity of the child with whom she is paired.…”

Section: Tuught T U Kmentioning

confidence: 99%

Staff—child interaction styles in multi‐ethnic nursery schools

Ogilvy

Boath

Cheyne

et al. 1992

British J of Dev Psycho

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Nursery staff‐child interactions were analysed to determine if adult style varied according to the ethnicity of the child. A series of situations was set up to highlight certain specific educationally important aspects of adult‐child interaction. Individual adults were paired with a Scottish child and an Asian child in counterbalanced order. Across the three situations staff adopted a more controlling style with Asian children; they were moreover less responsive to Asian children than to Scottish children. The implications of these findings for Asian children's educational, language, social and emotional development are discussed.

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Maternal Teaching Strategies in Chicano and Anglo‐american Families: The Influence of Culture and Education on Maternal Behavior

Cited by 71 publications

References 4 publications

Cultural Variation in Children's Social Organization

Cultural Variation in Children's Social Organization

Family Ecologies of Ethnic Minority Children

Staff—child interaction styles in multi‐ethnic nursery schools

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