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

Abstract

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.

Culturally Responsive Practices: Insights from a High‐Quality Math Afterschool Program Serving Underprivileged Latinx Youth

“…At the same time, racial/ethnic diversity can afford opportunities for the development and practice of critical social‐emotional skills such as cooperation, mutual respect, and different ways of thinking. Our study suggests the importance of exposing youth to diverse relationships (e.g., with same and cross‐ethnic/race peers and staff) that allow them to engage their personal and cultural strengths while at the same time ensuring an equitable ASP environment despite perceived cultural similarities or differences (Ettekal et al, 2020; Simpkins et al, 2017).…”

“…In line with prior research and theory, our findings suggest that culture and culturally responsive practices are at the core of high‐quality programs (e.g., Simpkins et al, 2017; Velez‐Agosto et al, 2017). Programs that are not culturally responsive are not high‐quality (Ettekal et al, 2020; Liu et al, 2018). Culturally responsive practices therefore are not a separate component but are inseparable from every component of program quality (Simpkins et al, 2017).…”

“…While representation in this way can promote inclusivity, it needs to be done in a thoughtful manner so that youth feel authentically engaged rather than alienated from these efforts. If practices are not executed in a thoughtful manner, it is possible that programs can perpetuate stereotypes, accentuate intergroup differences, and amplify cultural divides (Ettekal et al, 2020). With respect to their mentors, youth noted that it did not necessarily matter to them whether their mentors shared a cultural background similar or different to their own.…”

“…They further noted the significance of staff creating connections with Latinx youth based on shared experiences, and promoting cultural awareness related to discussions about diversity. Ettekal et al, (2020) argued the need to include Latinx youth’s perspectives in the design of activities in order to ensure culture is integrated in authentic and preferred ways. Earlier research by Diversi and Mecham (2005) described the importance of staff practices that involved non‐Latinx ASP mentors providing a space for Latinx youth to talk about difficult life experiences and daily “teenage” experiences as a way to foster positive cross‐cultural relations and to promote youth’s academic skill development and engagement.…”

Making the Decision to Participate in Organized After-School Activities: Perspectives From Mexican-Origin Adolescents and Their Parents

“…Another suggestion is for programs to provide multiple languages to families, as well as gaining input on parents’ long-term goals for their children (Kang et al, 2017). One way that program and staff can develop a more responsive approach to culture is devoting particular attention to adolescents’ role as the cultural broker in the family where they can mentor adolescents by helping them focus on developing leadership skills and showing respect to their culture by sharing their life experiences of navigating cultural identities (Ettekal et al, 2020).…”