Ethnic Media as Boundary Objects for Intergenerational Learning and Connection

• In Event: Learning From Educational Media at Home: Principles and Practices for Working With Families

Abstract

Objectives
This paper introduces the notion of ethnic media-based boundary objects for intergenerational learning and connection in Latino families. In our study of the roles that media play in the lives of Latino families with young children, “ethnic media” (Matsaganis, Katz, & Ball-Rokeach, 2010) in the form of soccer matches, telenovelas, and other Spanish-language television programming were commonly consumed by family members of all ages. These shows featured content that fulfilled the interests of adults and children alike, providing opportunities for intergenerational conversation and/or learning around topics relating to family culture. As younger generations inevitably “lose” fluency and familiarity with native language and traditions, these media-based boundary objects may help bridge these generational divides.

Theoretical perspective
This research builds upon the scholarship around boundary crossing and boundary objects (Star, 1989; Star & Griesemer, 1989; Wenger, 2000), which posits that “all learning involves boundaries” (Akkerman & Bakker, 2011, p. 132) as individuals transition from novice to expert, from peripheral to central participation, from one identity to another, etc. Boundary objects are artifacts that bordering communities share, and can therefore bridge experiences between the two. As boundary objects, ethnic media may on the one hand help children develop a strong sense of their ethnic identity—which research has shown to lead to various well-being outcomes in Latino youth (see Rivas-Drake et al., 2014)—and on the other, help adults better understand their children’s interests and developmental pathways.

Methods
We visited 15 Latino families living in the urban Northeast representing a mix of generations and ethnicities (e.g., Ecuadorian, Puerto Rican). We conducted semi-structured parent and child interviews, inventoried technology home devices, and observed participants interacting with media and technology over 6–8 weeks per family. All data, including video logs, interview transcripts, and field notes, were analyzed in Dedoose and initially coded for emergent themes using a grounded theory approach (Glaser, 1992). In later rounds of coding we identified instances of adults and children using ethnic media together, coding each with content genre, nature of interaction, and activity purpose. Information on the specific programs featured in paper analyses were gathered from web-based sources and journal articles about these programs.


Results
The paper first briefly describes the origins and purposes of three ethnic media programs—a telenovela, World Cup soccer broadcasts, and Dora the Explorer. It then delves into the ways in which the families in our study interacted around these media, their reasons for doing so, and the outcomes of these interactions. The paper concludes with a discussion of the characteristics that these media hold in common that may explain their intergenerational appeal, from both adult and child perspectives.

Significance
This research examines how media that are not necessarily designed for intergenerational use and/or learning purposes have come to play these roles in Latino family routines. By analyzing the producers’ intentions alongside those of study participants at such a granular level, this research may yield insights about how to effectively design additional media-based boundary objects that encourage intergenerational interaction and learning.

Authors

• Lori Takeuchi, Joan Ganz Cooney Center at Sesame Workshop

• Briana Pressey, Joan Ganz Cooney Center at Sesame Workshop