From Barrios to Yale: The role of parenting strategies in Latino families
From Barrios to Yale: The role of parenting strategies in Latino families
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DOI：
10.1177/0739986304264572
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发表时间：
2004-05-01
影响因子：
1.4
通讯作者：
Ceballo, R
中科院分区：
文献类型：
--
作者：
Ceballo, R
这项研究依赖于定性的方法来调查父母和家庭特征在来自贫困移民家庭的拉丁裔/a学生的学业成功中所起的作用。主要目标是确定有助于贫困拉美裔学生学业成绩的育儿做法。这项研究采访了十名耶鲁大学的第一代、在美国出生的拉丁裔学生。所有的学生都是他们家第一个获得大学学位的人。调查结果确定了四个家庭背景特征，这些特征对他们的学术成就做出了贡献。这四个主题是(A)父母对教育重要性的坚定承诺，(B)父母促进孩子的自主性，(C)父母对教育目标和任务的一系列非语言支持，以及(D)在学生生活中存在支持性的教师导师和榜样。
This study relies on qualitative methods to investigate the role of parents and home characteristics in the academic success of Latino/a students from impoverished, immigrant families. The primary goal is to identify parenting practices that contribute to the academic achievement of poor Latino students. Ten first-generation, U. S.-born, Latino students attending Yale University were interviewed for this study. All of the students were the first in their families to receive a college degree. The findings identified four family background characteristics that contributed to their scholarly achievement. The four themes were (a) a strong parental commitment to the importance of education, (b) parental facilitation of their child's autonomy, (c) an array of nonverbal, parental expressions of support for educational goals and tasks, and (d) the presence of supportive faculty mentors and role models in the students' lives.