SCHOOL MATTERS IN THE MEXICAN-AMERICAN HOME - SOCIALIZING CHILDREN TO EDUCATION
SCHOOL MATTERS IN THE MEXICAN-AMERICAN HOME - SOCIALIZING CHILDREN TO EDUCATION
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DOI：
10.3102/00028312029003495
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发表时间：
1992-09-01
影响因子：
3.6
通讯作者：
DELGADOGAITAN, C
中科院分区：
文献类型：
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作者：
DELGADOGAITAN, C
本研究描述了家庭互动，描绘了家庭社会化周围的教育问题在六个家庭在加州社区。从赤字假设适用于墨西哥裔美国人的家庭出发，我断言，家庭的优势，在传统的社会科学理论中所描绘的，有重要的相关性教育。近距离的家庭干预环境的检查发现三个重要组成部分，导致家庭的优势的理解。这些组成部分是物质资源，情感气候和人际交往。父母可用的物质资源超越了空间、时间和家庭纪律的界限。父母在家庭以外的社会联系有助于交流有关子女上学问题的信息。父母为孩子提供情感支持，鼓励他们重视教育。所有父母的共同点是，他们关心孩子的教育。然而，他们发挥作用的方式各不相同，特别是在涉及家庭作业的亲子互动方面，这与父母对学校的文化知识直接相关。
This study describes family interaction, depicting home socialization around education issues in six families in a California community. Departing from the deficit hypothesis applied to Mexican-American families, I assert that the strengths of the family, as portrayed in the tradition of social science theory, have important relevance to education. A close-range examination of the home interactional environment revealed three significant components leading to an understanding of the strengths of the family. These components were physical resources, emotional climate, and interpersonal interactions. Physical resources available to the parents extended beyond space, time, and disciplinary boundaries in the home. The parents' social linkages outside the home served to facilitate an exchange of information about children's schooling issues. Parents provided children with the emotional support that encouraged them to value education. The common thread with all parents was that they cared about their children's education. However, the ways in which they exercised their roles varied, especially in reference to parent-child interactions involving homework, which were directly related to parents' cultural knowledge about school.