Poster #32 - Mexican American Mother’s Socialization and Discussions about Prosocial Behavior and Emotion

• In Event: Poster Session 16

Abstract

We are born into a social world, where our survival depends on the care and cooperation of our social community (Tomasello et al., 2009; Callaghan et al., 2011). Key to a harmonious social community are the prosocial behaviors of its members. Prosocial behaviors include acts of kindness, warmth, consideration, and helpfulness or, any behavior intended to benefit another (Eisenberg, 1986). Children begin to show prosocial behaviors as early as infancy, engaging in simple helping behaviors such as helping tidy a room (Zahn-Waxler et al., 1992; Hoffman, 2007). Evidence shows that children develop prosocial behaviors through culturally-specific pathways shaped by participation in and observation of everyday interactions with primary caregivers (e.g., helping with household tasks) (Callaghan & Corbit, 2018; Hepach & Herman, 2019). Emotion understanding is also a key underlying skill needed to act prosocially. For example, emotion understanding helps one first notice and understand that a person in need is feeling sad and needs help (Denham et al., 2003). Parents’ socialization goals and beliefs about emotions and prosocial behavior shape how they teach their children about emotions and prosocial behaviors (Dunbar et al., 2017). Few investigations have examined Mexican American mothers’ socialization of prosocial behavior and emotions through a qualitative lens, nor have past studies taken mothers’ cultural practices and related beliefs into account. In this investigation, we interviewed thirty Mexican American mothers about their socialization practices related to emotion and prosocial behavior and observed them discuss three stories about prosocial behavior with their 4-to-8-year-old children. Interviews and parent-child discussions were transcribed and coded thematically, informed by Braun and Clarke’s (2006) five analysis phases. Primary themes that emerged from parent interviews and parent-child discussions were 1) the importance of discussing empathy, 2) gendered expectations of prosocial behavior, 3) the importance of respect, and 4) the importance of giving back to the community. These themes will be presented, and variations by child age, maternal educational attainment, and generation status will be discussed. Additionally, implications for social and emotional learning programs in schools will be addressed.

Authors

• Remi Torres, Sesame Workshop

• Maria Cruz Gutierrez

• Sofia Helena Helena Gomez De La Rosa
  Presenting Author

• Nastassia Josephine Hajal, University of California - Los Angeles

• Jennie K Grammer, University of Virginia - Charlottesville