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Hispanic Journal of Behavioral Sciences
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Adjustment across Task in Maternal Scaffolding in Low-Income Latino Immigrant Families

Hengameh Kermani

University of North Carolina at Wilmington

Helena A. Janes

California State University, Stanislaus

This study contrasts maternal adjustments in scaffolding in a school-like learning task and in a home-like learning task within one low-income Latino population. The authors observed 12 immigrant Latino mother-child dyads performing both school-like and home-like tasks. Quantitative and qualitative analyses showed that in the home-like task, mothers purposefully scaffolded their children’s learning, consistently and effectively adjusted their scaffolding to variation in task, demonstrated a greater range and variety of scaffolding strategies, and accomplished various scaffolding goals based on their social class and cultural blueprints. Implications for the integration of effective taskspecific maternal scaffolding into the design of intervention programs to support learning for immigrant Latino children are discussed.

Hispanic Journal of Behavioral Sciences, Vol. 21, No. 2, 134-153 (1999)
DOI: 10.1177/0739986399212002
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A. R. Eisenberg
Maternal Teaching Talk within Families of Mexican Descent: Influences of Task and Socioeconomic Status
Hispanic Journal of Behavioral Sciences, May 1, 2002; 24(2): 206 - 224.
[Abstract] [PDF]