“You gotta respect”: Mexican-origin Adolescents’ Perspectives on Respect in Organized Activities

To provide examples of culturally responsive practices used by leaders of a rural Latinx-serving youth program, this case study focused on a community youth program in a small, rural Midwestern town. Program leaders (one White man and one Latinx woman) were both middle-aged and had postsecondary degrees. Nine Latinx youth participants (four girls, five boys; Mage = 15.5 years) were primarily from Mexican immigrant families. Repeated semi-structured interviews were conducted with leaders and youth. Holistic analyses used grounded theory practices and focused on a subset of questions about cultural program experiences. Leaders of Unified Youth supported the positive development of rural Latinx youth through four categories of culturally responsive practices. They cultivated a safe space that affirmed youth’s cultural values and bilingualism; served as trusted allies for youth, connecting across shared experiences and helping youth process discrimination; promoted cultural awareness and appreciation while encouraging youth to explore cultural nuances; and supported youth’s leadership development and advocacy through community events promoting cultural awareness. These rich descriptions of practices contribute to our understanding of cultural responsiveness in context and can be used to inform research, policy, and practice with Latinx youth in rural communities.

Section: Literature Reviewmentioning

confidence: 99%

Leaders’ Cultural Responsiveness in a Rural Program Serving Latinx Youth

McGovern

Raffaelli

Garcia

et al. 2019

“…Second, although some ethnic cultural features were not a priority, they still generated enthusiasm. For example, parents and adolescents enjoyed that same-ethnic peers provided opportunities to reinforce ethnic culture and that diverse peers fostered interethnic group respect (Ettekal, Gaskin, Lin, & Simpkins, 2015), but they also felt like they did not have a choice or were used to the absence of ethnic cultural features in their local activities. Thus, the contradiction may be the product of cognitive dissonance (Festinger, 1957), such that parents and adolescents with limited exposure to ethnic cultural features may have adjusted their preferences to align with what was available to them.…”

Section: Discussionmentioning

confidence: 99%

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

Ettekal

Simpkins

Menjívar

et al. 2019

Self Cite

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.

“…This complements prior work indicating that issues of culture and race arise spontaneously in the course of program activities or as a result of events outside the program (Gutiérrez, Larson, Raffaelli, Fernandez, & Guzman, 2017). Studies of Mexican-origin families have revealed the salience of cultural aspects, with some adolescents reporting being the targets of ethnic/racial microaggressions (e.g., ethnic name-calling and teasing) in the context of school-based sports activities (Lin et al, 2016) and others emphasizing the importance of respect for both cultural similarities and differences (Ettekal et al, 2016). The current findings indicate that parents also see culture is a salient dimension of their adolescents’ program experiences, bolstering the argument that to be effective, programs must be culturally responsive (Simpkins et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Latinx adolescents’ reports of opportunities for ethnic socialization in their after-school program were associated with increased ethnic identity 9 weeks later (Riggs, Bohnert, Guzman, & Davidson, 2010). Mexican-origin youth participating in programs reported that their cultural backgrounds should be valued and that programs should be a space where all youth could celebrate their culture (Ettekal, Gaskin, Lin, & Simpkins, 2016). Finally, a study of Latinx youth from four radio-training programs indicated they learned about the world and themselves through the diversity they encountered in the program (Huesca, 2014).…”

Section: Cultural Socialization and The Potential Role Of Organized Ymentioning

confidence: 99%

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

Iturbide

Gutiérrez

Munoz

et al. 2018

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.