Links Between Home and School Among Low-Income Mexican-American and European-American Families.

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Autor/Urheber	Azmitia, Margarita; Cooper, Catherine R; Garcia, Eugene E; Ittel, Angela; Johanson, Bonnie; Lopez, Edward M; Martinez-Chavez, Rebeca; Rivera, Lourdes
Institution	eScholarship, University of California
Titel	Links Between Home and School Among Low-Income Mexican-American and European-American Families.
Quelle	In: qt1n9843b7; Azmitia, Margarita; Cooper, Catherine R.; Garcia, Eugene E.; Ittel, Angela; Johanson, Bonnie; Lopez, Edward M.; et al.(1994). Links Between Home and School Among Low-Income Mexican-American and European-American Families. Center for Research on Education, Diversity & Excellence. UC Berkeley: Center for Research on Education, Diversity and Excellence. Retrieved from: http://www.escholarship.org/uc/item/1n9843b7(1994) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Academic Achievement; Anglo americans; Elementary Secondary Education; Homework; Mexican American Education; Mexican Americans; Parent Aspiration; Parent Influence; parent Participation
Abstract	The goal of this report is to show how low-income Mexican-American and European-American children's and adolescents' everyday learning activities in the home and parents' aspirations for their children's future are key elements in home-school linkages. After reviewing two models of home-school linkages, we apply the ecocultural approach to analyzing third-,fifth-, and seventh-grade students' participation in chore and homework activities and their parents' aspirations for their personal/moral, educational, and vocational future. Drawing on interviews with these students' parents, we illustrate personnel (parents, siblings, relatives, friends) available to guide children's and adolescents' mastery of homework and chores, parents' direct and indirect instructional scripts, and how parents' future goals and aspirations might shape their present goals and guidance. In reporting our findings, we pay special attention to 1) similarities and differences between the ecology of learning, resources, and vulnerabilities of Mexican-American and European-American families, 2) within-cultural-group variation in families' resources and vulnerabilities, and 3) how families' resources and vulnerabilities, guidance scripts, and aspirations change as children enter adolescence. We conclude with suggestions for how to apply our findings to the design of parent-school partnerships.
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