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The concept of educación: Latino family values and American schooling
ARTICLE

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International Journal of Educational Research Volume 23, Number 1 ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Do traditional, agrarian values put minority culture children at a disadvantage in North American schools? The available results are mixed. In this chapter we attempt to “unpack” some of the effects of traditional Latino family values on their children's early school adaptation and achievement. Our research suggests that agrarian-origin values, which differ from academic-occupational orientation of school personnel, do not necessarily work to the disadvantage of students. On the contrary, under certain conditions, these values may be complementary to those of the school and in fact serve to support educational adaptation and achievement. A key to our findings and analyses is the concept of educación beliefs among the parents in our sample. Not all strongly endorsed cultural beliefs are instantiated in ways that impact children's experiences and development. Some cultural beliefs lead to instantiation into everyday routines of families, while others seem to be readily available, expressed, and endorsed but not reliably acted on (D'Andrade & Strauss, 1992). Those beliefs that are instantiated into the daily routine are more likely to produce detectable effects on children's development, a conclusion supported by cross cultural evidence (Weisner, 1984).

Citation

Reese, L., Balzano, S., Gallimore, R. & Goldenberg, C. The concept of educación: Latino family values and American schooling. International Journal of Educational Research, 23(1), 57-81. Elsevier Ltd. Retrieved October 18, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0883-0355(95)93535-4