“Don’t Just Tell Me the Answer”

Ethnicity, Gender and Parents’ Science Scaffolding

Katherine Short-Meyerson, Susannah Sandrin, Peter Meyerson, Lindsey White

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
JournalJournal of Latinos and Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

parents
ethnicity
gender
science
dyad
social status
content analysis
participation
trend
interaction
language

Keywords

  • elementary
  • family
  • informal/popular education
  • Latino/a children and families
  • qualitative research
  • science education

ASJC Scopus subject areas

  • Cultural Studies
  • Education

Cite this

“Don’t Just Tell Me the Answer” : Ethnicity, Gender and Parents’ Science Scaffolding. / Short-Meyerson, Katherine; Sandrin, Susannah; Meyerson, Peter; White, Lindsey.

In: Journal of Latinos and Education, 01.01.2019.

Research output: Contribution to journalArticle

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