López-Fraire Angélica, Correa-Chávez Maricela
Child Development Department, California State University, Dominguez Hills, Carson, CA 90747, USA.
Psychology Department, California State University, Long Beach, CA 90840, USA.
Behav Sci (Basel). 2025 Jan 8;15(1):50. doi: 10.3390/bs15010050.
This study examined 20 parental interviews of third-grade children in U.S. Mexican-heritage families in California, focusing on their children's helping at home, parents' goals for their children, and the values they hoped to instill in their children. The families varied in their experience with Learning by Observing and Pitching In (LOPI), a way of organizing learning that is consistent with the traditions of Indigenous and Indigenous-heritage communities of the Americas. Based on previous research in Mexico, we expected to find differences between the families related to familiarity with middle-class ways of organizing learning (associated with increased schooling) or familiarity with LOPI. Instead, we found that children in all families were helping at home and that when parents spoke about the goals and values they hoped their children remembered, they consistently spoke about the importance of community, family, and respect in a pattern that is consistent with the ideas of LOPI regardless of increased school experience. We explored the idea of resilient cultural practices in immigrant communities and the development of a repertoire of cultural practices, drawing on multiple traditions in different situations. This contributes to the idea that different cultural forms of organizing teaching and learning need not be mutually exclusive. It also supports the idea that efforts aimed at continuing historical cultural traditions can maintain these cultural practices over generations, even in the case of migration and increased participation in other cultural institutions (like school).
本研究调查了加利福尼亚州美籍墨西哥裔家庭中20名三年级学生家长的访谈情况，重点关注他们孩子在家中的帮助行为、家长对孩子的期望目标，以及他们希望向孩子灌输的价值观。这些家庭在参与“通过观察和参与进行学习”（LOPI）方面的经历各不相同，LOPI是一种与美洲原住民和原住民后裔社区传统相一致的学习组织方式。基于之前在墨西哥的研究，我们预计会发现与熟悉中产阶级学习组织方式（与受教育程度提高相关）或熟悉LOPI的家庭之间存在差异。然而，我们发现所有家庭的孩子都在家中提供帮助，并且当家长谈到他们希望孩子记住的目标和价值观时，他们始终强调社区、家庭和尊重的重要性，这种模式与LOPI的理念一致，而与受教育程度提高无关。我们探讨了移民社区中具有韧性的文化实践理念以及文化实践方式的发展，这些方式借鉴了不同情况下的多种传统。这有助于说明不同的文化教学组织形式并非相互排斥。它还支持这样一种观点，即旨在延续历史文化传统的努力能够使这些文化实践代代相传，即使在移民以及更多参与其他文化机构（如学校）的情况下也是如此。
