TY - JOUR
T1 - “Don’t Just Tell Me the Answer”
T2 - Ethnicity, Gender and Parents’ Science Scaffolding
AU - Short-Meyerson, Katherine
AU - Sandrin, Susannah
AU - Meyerson, Peter
AU - White, Lindsey
N1 - Funding Information:
This work was supported by the National Science Foundation Directorate for Education and Human Resources [HRD-1231872 and HRD-1232052]. The authors wish to thank the families who participated in this research study. The authors are also grateful for the support of the National Science Foundation (NSF) Grants HRD-1231872 and HRD-1232052.
Publisher Copyright:
© 2019 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - This study examines interactions of fourth graders and their parents during informal science activities to understand the parental influence on children’s science interests, attitudes, and participation. Sixteen Latino/a parent–child dyads and 16 Non-Latino/a parent–child dyads, matched on socioeconomic status (SES), participated in this qualitative study. Content analysis elucidated themes including parental intrusive support, aiming for deeper understanding, questioning by parents and children, language challenges, parent and child affect, and parent-dominated, child-dominated, or collaborative problem solving. Potential differences in cultural context and gender biases are explored and approaches to parental outreach and enrichment are discussed.
AB - This study examines interactions of fourth graders and their parents during informal science activities to understand the parental influence on children’s science interests, attitudes, and participation. Sixteen Latino/a parent–child dyads and 16 Non-Latino/a parent–child dyads, matched on socioeconomic status (SES), participated in this qualitative study. Content analysis elucidated themes including parental intrusive support, aiming for deeper understanding, questioning by parents and children, language challenges, parent and child affect, and parent-dominated, child-dominated, or collaborative problem solving. Potential differences in cultural context and gender biases are explored and approaches to parental outreach and enrichment are discussed.
KW - Latino/a children and families
KW - elementary
KW - family
KW - informal/popular education
KW - qualitative research
KW - science education
UR - http://www.scopus.com/inward/record.url?scp=85066110639&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85066110639&partnerID=8YFLogxK
U2 - 10.1080/15348431.2019.1612397
DO - 10.1080/15348431.2019.1612397
M3 - Article
AN - SCOPUS:85066110639
SN - 1534-8431
VL - 21
SP - 24
EP - 38
JO - Journal of Latinos and Education
JF - Journal of Latinos and Education
IS - 1
ER -