Poster #123 - Using Community Cultural Wealth to Examine Low-Income Peruvian Mothers’ Engagement in Children Math Learning

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - International Section

Integrative Statement

Despite multiple barriers, low-income families can facilitate their children’s academic learning. This mixed-methods study examines the role that the family plays in fostering children’s math learning in the late elementary grades (4th to 6th grades) in Lima, Perú. We analyze data from in-depth interviews conducted with 89 extremely poor mothers (who live in houses without legal access to utilities such as electricity or sewer services) to investigate (a) mothers’ conceptions of math, (b) their role construction about math teaching, (c) their strategies to foster math learning, and (d) their community cultural wealth. Drawing from sociocultural learning and critical race theories, we conceptualize families as having a diverse range of knowledge and practices that could facilitate learning, including their funds of knowledge —historically accumulated bodies of knowledge and skills (Moll, Armanti, Neff, & González, 1992). Considering families and communities as sources of strength, these theories postulate that underserved groups possess community cultural wealth—a constellation of cultural knowledge, skills, abilities and contacts (Yosso, 2005)— that could enrich children’s math learning.

The data were analyzed qualitatively (from etic and emic perspectives, Hatch, 2002) and quantitatively (through descriptive statistics and correlations). We found that the mothers in the sample reported school-based and out-of-school knowledge of math. Most mothers referred to school-based conceptions of math (97.8%, 87 out of 89 mothers), and their responses focused on basic math operations (80.9%, 72 out of 89). A great portion of participating mothers also held an out-of-school conception of math (92.1%, 82 out of 89) and emphasized the importance of math for daily living (64%, 57 out of 89). In addition, we identified four common roles that the mothers reported playing their children’s math learning: monitor (70.8%, 63 out of 89), teacher (41.6%, 37 out of 89), reinforcer (37.1%, 33 out of 89), supporter (32.6%, 29 out of 89), resource provider (30.3%, 27 out of 89), and motivator (27%, 24 out of 89). Participating mothers also reported various strategies to foster their children’s math learning: practicing (68.5%, 61 out of 89), helping with homework (51.7%, 46 out of 89), learning together (34.8%, 31 out of 89), engaging in daily living activities (32.6%, 29 out of 89), playing (27%, 24 out of 89), teaching (23.6%, 21 out of 89, and being physically present (22.5%, 20 out of 89). In terms of community cultural wealth, participating mothers frequently utilized several forms of capital: navigational (86.5%, 77 out of 89), social (80.9%, 72 out of 89), aspirational (78.7%, 70 out of 89), and familial (28%, 25 out of 89). A mother shared: “[math is important] for my daughter to become professional, so she can learn anything. If she likes math, I will support her. Even the little that I have, I’ll give it to her so she could have a better future.” Findings from this study contribute to scholars’ understanding of low-income home learning and provide a foundation for developing math interventions that build upon the existing strengths of culturally diverse families.

Authors

• Angelica Montoya-Ávila, University of Maryland
  Presenting Author

• Claudia L Galindo, University of Maryland
  Non-Presenting Author