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首页> 外文期刊>Cultural Diversity & Ethnic Minority Psychology >Purposeful Parenting by Mexican-Heritage Mothers: Advancing School Readiness Through Social-Emotional Competence
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Purposeful Parenting by Mexican-Heritage Mothers: Advancing School Readiness Through Social-Emotional Competence

机译：Purposeful Parenting by Mexican-Heritage Mothers: Advancing School Readiness Through Social-Emotional Competence

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摘要

Objectives: We investigate how Mexican-heritage mothers' socialization beliefs and strategies contribute to their preschool children's school readiness. While Latinx children typically start kindergarten with strong social competencies, they also start with less strong early literacy and math skills, in comparison with their non-Latinx peers. We propose that-paralleling Lareau's (2003) theory of "concerted cultivation," whereby White, middle-class parents purportedly display great intentionality in nurturing the academic and extracurricular skills of their children-Mexican-heritage mothers purposefully cultivate their children's social-emotional skills. Methods: Using structured interviews and home observations over a 14-month period, we follow 23 Mexican-heritage mothers and their 24 preschool children. Results: Drawing on ecocultural theory, Mexican-heritage mothers engage their preschool children in a concerted fashion to develop their social-emotional competence. Specifically, they: (a) articulate the role of children's social-emotional skills vis-a-vis academic skills related to school readiness; (b) delineate the character of their children's social-emotional skills; and (c) promote social-emotional skills through intention-filled parenting practices relevant to their cultural contexts. Conclusions: Understanding parents' "concerted cultivation" in differing cultural contexts may facilitate teachers' use of practices that better align with families' home practices and more effectively support the learning of Latinx children across academic domains. Public Significance Statement There is widespread concern about disparities in the academic skills between Latinx and non-Latinx children at school entry; educators are eager to close this "opportunity gap." Latinx children, in general, arrive in kindergarten with strong social-emotional skills, which are purposefully cultivated by Mexican-heritage mothers. These findings suggest that teachers may effectively leverage more culturally relevant strategies to cultivate the early academic skills of Latinx children.

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