Parent and Sibling Science Support for Latinx Adolescents
Parent and Sibling Science Support for Latinx Adolescents
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对拉丁裔青少年的父母和兄弟姐妹的科学支持
DOI：
10.1007/s11218-021-09620-3
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发表时间：
2021
影响因子：
2.9
通讯作者：
Simpkins, Sandra D.
中科院分区：
文献类型：
--
作者：
Ramos Carranza, Perla;Simpkins, Sandra D.
虽然以前的文献表明，父母和兄弟姐妹每个拉丁裔青少年的学业成功提供关键的支持，大多数研究没有考虑父母和兄弟姐妹如何作为一个系统，以支持青少年在科学。根据家庭系统理论和家庭对青少年成就和教育的影响，本研究旨在（a）确定拉丁裔青少年认为父母和兄弟姐妹在科学方面支持他们的最有帮助的方式，以及（B）探索家庭科学支持是否因父母的科学教育而异。使用定性方法，半结构化访谈90拉丁裔青少年（平均年龄= 15.54岁; 38%的女孩; 84%出生在美国）。使用归纳和演绎的方法进行了分析。我们发现，父母和兄弟姐妹支持拉丁裔青少年在科学通过各种家庭为基础的战略：积极参与（课堂作业的帮助和监测），学术社会化（鼓励，关于未来的对话，和建议）和提供资源（物质和社会资源）。青少年提到，他们的哥哥姐姐在提供基于他们以前上过的科学课的特定班级支持方面特别有帮助。此外，我们的研究结果表明，与父母参加了一些高中科学课程的家庭相比，在父母没有参加任何高中科学课程的家庭中，兄弟姐妹更依赖于哥哥姐姐的课堂帮助。总的来说，这项研究强调了父母和兄弟姐妹为拉丁裔青少年提供的补充科学支持，以及当父母的科学教育有限时，兄弟姐妹在拉丁裔家庭中可以发挥的宝贵作用。
Although previous literature indicates that parents and siblings each provide key support for Latinx adolescents’ academic success, most studies have not considered how parents and siblings work as a system to support adolescents in science. Informed by theories on family systems and family influence on youth’s achievement and education, this study aimed to (a) identify what Latinx adolescents believed were the most helpful ways that parents and siblings supported them in science, and (b) explore whether family science support varied based on parents’ science education. Using a qualitative approach, semi-structured interviews from 90 Latinx adolescents (mean age = 15.54 years; 38% girls; 84% born in the U.S.) were analyzed using inductive and deductive approaches. We found that parents and siblings supported Latinx adolescents in science through various home-based strategies: active engagement (classwork help and monitoring), academic socialization (encouragement, conversations about the future, and advice) and providing resources (material and social resources). Adolescents mentioned their older siblings were particularly helpful in providing class-specific support based on the science classes that they had previously taken. Additionally, our findings suggest that siblings relied more on classwork help from only older siblings in families where parents did not take any high school science classes compared to families where parents took some high school science classes. Overall, this study highlights the complementary science support that parents and siblings provide Latinx adolescents and the valuable role that siblings can play in Latinx families when parents have limited science education.
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影响因子：
4
作者：
Hill, Nancy E.;Tyson, Diana F.
通讯作者：
Tyson, Diana F.
对公立高中拉丁裔/非裔美国人和非裔美国人先修入学的关键种族分析
DOI：
10.1353/hsj.2004.0003
发表时间：
2004
期刊：
The High School Journal
影响因子：
--
作者：
D. Solorzano;Armida Ornelas
通讯作者：
Armida Ornelas
我们可以从美国墨西哥裔家庭的研究中学到什么？
影响因子：
3.9
作者：
Updegraff,KimberlyA;Umaña-Taylor,AdrianaJ
通讯作者：
Umaña-Taylor,AdrianaJ
影响因子：
3.6
作者：
DELGADOGAITAN, C
通讯作者：
DELGADOGAITAN, C
影响因子：
1.4
作者：
Alfaro, Edna C.;Umana-Taylor, Adriana J.
通讯作者：
Umana-Taylor, Adriana J.