Guided by the overarching theoretical and conceptual framework from Latina/o critical race theory (LatCrit), funds of knowledge (FOK), and pedagogies of the home, this qualitative study explores the experiences of eleven Mexican immigrant mothers as they raise their K-12 grade children in the United States. This study centers the experiences of the participants as they utilize their funds of knowledge, the pedagogies of the home, local resources, and networks to provide opportunities to advance their children academically. Drawing from an asset-based perspective, this study positions the mother as the primary source of transmitting cultural knowledge to her children. This research describes how Mexican immigrant mothers define their role within the family structure and explores mother-daughter relationships. Further, the study identifies the challenges participants endure while raising their first generation Mexican-American children, and the ways in which they use community resources and local networks as forms of support. The data reveals the participants use of FOK through consejos, respeto, and dialogue to promote higher education expectations and aspirations for their children. Lastly, based on data analysis, this study expands on the conceptual framework of strategic mothering by theorizing strategic (Mexican immigrant) mothering.
|Advisor:||Portnoi, Laura, Flores, Nina M.|
|Commitee:||Pérez Huber, Lindsay, Rubio, Olga|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 58/02M(E), Masters Abstracts International|
|Subjects:||Womens studies, Education, Ethnic studies, Hispanic American studies|
|Keywords:||First generation Mexican-American, Funds of knowledge, Mexican immigrant mother(s), Parent involvement, Pedagogies of the home, Strategic (Mexican immigrant) mothering|
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