What does bien educado mean

Citation Type. Has PDF. Publication Type. More Filters. Refugees, asylum-seekers and undocumented migrants and the experience of parenthood: a synthesis of the qualitative literature. Highly Influenced. View 4 excerpts, cites background. This article addresses the meaning of schooling for Mexican working-classfamilies. In my ethnographic research I analyzed narratives of the life courses and school experiences of tenfamilies.

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Term » Definition. Word in Definition. How to pronounce educado? Alex US English. David US English. Mark US English. Daniel British. Libby British. Mia British. Related to cooperation, each family member plays an important role, with particular responsibilities While valued social behaviors vary tremendously among Latino and obligations associated with it.

For Latino children, obedience obediente is Harwood et al. Children are expected to understand a broad construct, more specific social behaviors—some that may early quien manda who gives orders , and to follow those instruc- be aspects of it—will be reviewed below. For instance, a mother should not have to plead Affection. Research inside Latino families reveals a common with her child to complete a chore or to act appropriately when emphasis on affection, the notion that young children should learn guests come to visit.

This obedience is borne out of the fundamental respect et al. The emphasis on teaching young children whom to respect members Harwood et al.

Respect serves to Communication. Specifically, young chil- organized along lines of age, gender, occupational status, and differ- dren are expected to convey their needs and respond clearly in entiated roles within the family Delgado-Gaitan, ; Valenzuela, phrases or sentences to family members and others they meet. They Ethnographers also observe high levels of self- demonstrate respect and good manners.

Communication skills, for reliance and responsibility among Mexican American children, many of these children, pertain to fluency in both English and Span- even at young ages Rogoff, Distinct from the U. Comportment or proper demeanor compor- monious functioning of the family.

In the earlier ethnographic study used to agreeable and behaving with dignity in their bearing. This is develop the MAS Scale, participants spoke proudly of young adult displayed by greeting guests appropriately and making polite con- family members who moved to a new town or a new country on versation.

Composure is a related, more specific, facet of social While these socialization goals are not unique to Latino sub- behavior; children are encouraged to behave calmly with equa- groups, the nature, quality, level of importance and desirability, nimity and self-possession. Composure is also demonstrated by and the contexts in which they are valued varies across cultures. The children in social situations—for instance, when adults are talking MAS Scale captures these nuanced behaviors for Mexican American with each other, children are expected to maintain self-control and children.

Another construct that is linked to Bien Edu- cultural or linguistic groups Gonzalez-Ramos et al. Attitudinal petence regardless of their ethnic or language background Epps familism depicts the commitment to reciprocity among family et al. Interestingly, the authors note several issues that sug- members that helps to develop strong family relationships and gest the need for more carefully addressing cultural heritage in solidarity among family members, and is embodied in cooperation such a measure used with Latino children.

Participants: ethnographic pilot study been incorporated into item development Epps et al. With Children were eligible for the ethnographic study if they had at the MAS Scale, we used cultural heritage and the associated envi- least one parent or two grandparents who were born in Mexico, and ronments and settings particularly relevant to Latino children to if they were age-eligible to enter kindergarten in the year follow- develop our scale.

The sample included 26 Mexican American Gonzalez-Ramos et al. This measure is adequate for analysis of in-depth home observations over time strongly grounded within the cultural context of Puerto Rican fami- Weisner et al.

Most importantly, we do not know whether of social class and home language. Fourteen of the participating Mexican heritage parents—the largest Latino ethnic group in the mothers had completed high school or more education some in United States—would emphasize similar constructs. Mexico , and more than half 15 were not employed outside the home. In terms of language, 15 mothers spoke only Spanish, six were Spanish—English bilingual, and five spoke only English.

More 5. Research questions than two-thirds 18 of the participating children were attending preschool. In sum, earlier research inside Latino families has identified con- structs that characterize socialization practices and the expected 6.

Procedure: ethnographic pilot study social behaviors of young children. The following measurement dyad lasted two to four hours, while participants were engaged analysis describes the development of four parallel rating scales: in daily household activities. In order to were also recorded for additional details about the ethnographic address these issues, we ask the following questions: study and the parenting patterns revealed with this sample, see Livas-Dlott et al.

What are the observed social behaviors of young, Mexican Amer- home language, and each socialization goal was coded. Inter-rater ican children exhibited at home and in school? Is Bien Educado a separate construct from other constructs of those who rated the same interaction.

In addition, three interviews and a card-sort activity were con- ducted to garner more specific data from mothers about their 6. Method socialization goals for their children. The three min interviews asked mothers directly about their family backgrounds, parenting 6.

Ethnographic pilot study practices, and socialization goals and behavioral expectations for their children. Because clarifying important constructs of socializa- Initially, we conducted a month, ethnographic study to tion within Mexican American families was essential to this project, examine the socialization of Mexican American 3- and 4-year-olds and the qualitative literature groups multiple socialization goals through their daily interactions with their mothers. Researchers admin- earlier literature about the socialization of Mexican American and istered a card-sort task to participants, asking them to define and other Latino children.

We included any published articles or books rank a list of 10 socialization goals. The goals were developed from from the last 20 years that address the social behaviors of Latino the literature and from initially coded study notes. Many also suggested that Bien Educado included several review. Moving forward, we continued to list the constructs sep- iterative process of scale development and improvement for new arately, and tested empirically the question of whether or not we measures, like the MAS Scale.

The social constructs used in the MAS Scale were constructs. MAS scale pilot-testing conducted an extensive literature review identifying culturally relevant social constructs in Mexican American and other Latino Once we had determined which social behavioral constructs families Gonzalez-Ramos et al.

In this way, initial, detailed field notes on the daily mother—child interac- we developed the MAS Scale items in English and Spanish for pilot- tions observed in our preliminary ethnographic study Livas-Dlott testing with a sample of parents and teachers of preschool-age and et al. During this activity, partici- 6. Participants: MAS scale pilot-testing pants were invited to add any socialization goals they espoused that To obtain parent and teacher reports on the MAS Scale for were missing from the cards.

Together, the literature review, ini- the same children, we first recruited teachers with at least tial field notes, and card-sort activity provided nine key constructs: five Mexican American children in their English-speaking pub- affection, composure, communication, comportment, cooperation, lic and private, non-profit preschool including Head Start and meeting role obligations, obedience, respect, and self-reliance. They state-funded preschool or public kindergarten classrooms, sit- are refined and psychometrically tested in the Mexican American uated in a California metropolitan area.

Researchers then approached all Items. The items on the MAS Scale that were field-tested in this Mexican-heritage parents identified by the teachers during stu- study were designed to measure the extent to which young chil- dent drop-off and pick-up, inviting them to participate in the study. We gleaned direct exam- than 10 years. Approximately two-thirds of parents had not completed oped 10—15 items per construct. The items were developed in high school.

The text for the parent children. For exam- with a third reporting that they were born in Mexico. Data were collected at the end of the academic year; responses that can be gathered from the items presented to the all teachers were familiar with the target child and had taught parent or teacher.

Thus, items were written to determine the degree 6. Thus, higher outcome space, and measurement model. The data were used as the foundation for further analyses. The parent same five scoring levels were used for all items.

In addi- ferent levels. Within each item, the response options are meant to tion, the validity results suggest that a portion of the constructs segment responses in ordered levels, with higher levels of endorse- collectively represent a single construct, as detailed below.

However, even 7. These are referred to as the For instance, on items in which parents were not differ- unidimensionality and local independence assumptions. Since this would require the presence of an The recoded item scores were then submitted for analysis with the additional trait, it has been pointed out that the unidimensionality measurement model. The methods include Rasch model fit analysis and building block of the BAS procedure. Measurement models are model comparisons.

We suspected that the constructs of positive often drawn from item response theory IRT ; others come from socialization were correlated with each other.

Therefore, the Rasch classical test theory CTT. While both types specify how inferences model fit approach, which performs better with this type of data about reported levels of a construct behavior are to be drawn from Smith, , was chosen. First, the data were analyzed according to the unidi- being generalizable to a population Embretson, ; Masters, mensional assumption. Second, portions of the instrument that did Since our aim is to develop a scale that can be used in other conform to the model and to our intended measurement purpose Mexican American samples, we chose to use an IRT model.

Next, portions of the instrument that did not con- For the analysis, we employed the partial credit model Masters, form to the model and our purpose were inspected and removed. This model allows items to vary in their number of levels, Specifically the nine constructs of socialization, each which were suitable for the analysis of the MAS Scale, which contains a mixture suspected to be unidimensional, were analyzed separately.

We of dichotomous and polytomous items. The partial credit model employed the Rasch model fit approach to flag items that may is a special formulation of the Random Coefficients Multinomial be influenced by another construct. After each probability of person n endorsing k response level on item i, is given one-dimensional subscale was refined, combinations of the sub- as: scales were considered.

Fit positively for children exhibiting behaviors as defined by one or more theoretical aspects. Results ; Wu, , and are used to identify misfitting items that can either be removed or modified.

Prior work suggests WMS values To begin building empirical evidence about the culturally cen- between 0. Others have also showed items for all positive constructs of socialization. Thirteen of these a more relaxed criterion: WMS between 0. Both fit statistics are important to diagnose the tion; 11 addressed Comportment; 12 were about Composure; 10 misfitting items because the t-statistic is likely to show significant addressed Cooperation; 7 were about Meeting Role Obligations; values for items with large sample sizes Wilson, We identi- 6 addressed Obedience; 10 were about Respect; and 7 addressed fied items as positive misfit if the WMS and t-statistics were higher Self-Reliance.

Since our aim was to provide evidence about these than 1. See scales, one item originally numbered item 61 was removed from Supplementary Materials for complete instruments. The scale 1. My child asks questions only when invited to do so. After this run, 3. My child kisses me. My child respects the personal space of others. My child complies with family obligations. The results from the third run of 6. My child works together with others. My child behaves in a dignified way.

My child is attentive. In addition, the analyses of the other eight scales showed that all 9. My child has a good disposition. After deletion of these three items, the scale was My child acts in accordance with expectations. My child is able to retell an experience.

We can further investigate the dimensionality of the MAS Scale My child tries to do things autonomously. My child acts loving. Table 2 presents My child responds to requests. My child has good comportment. My child sits down quietly and listens at church, at school, or in of items described above.

Five constructs—Comportment, Coop- public. My child sits down quietly and listens to others. These five con- My child complies with requests. My child communicates clearly with me. These The unidimensionality assumption of this scale was evaluated 25 My child defers to the person in charge. The remaining items showed good fit using My child plays with others without conflict.

My child speaks respectfully to others. Based on the correlations above, it was not clear as to whether My child shares with other children. My child uses full sentences. The other four constructs, Affection, Communication, Composure, My child is self-reliant. My child follows directions. My child calms down.

Most notably, Com- My child communicates clearly with other children. My child greets guests or friends. Bien Educado. In order to verify that these correlations did not indi- My child responds positively to affection. My child understands directions. Educado, a series of model comparisons was conducted using both My child maintains self-control. The standard- My child observes rules. My child is kind and caring. My child shows caring when someone is hurt or sad. When challenged, my child maintains composure.

My child obeys rules. My child treats others with respect, particularly elders parents, The first model considered Bien Educado and Self-Reliance grandparents, aunts, uncles, teachers. My child hugs friends. My child helps out when asked.