Bonds of Mutual Trust: The Cultural Systems of Rotating Credit Associations Among Urban Mexicans and Chicanos.

Kemper, Robert V.; Vélez‐Ibáñez, Carlos G.

doi:10.2307/2802315

Cited by 3 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Melissa described how she no longer felt hesitant to "say 'hi' every time I see" the mothers in the school hallways even though she did not speak Spanish. Previous research has stressed the importance of building rapport and trust with families in order to create a sense of confianza with Latinx families (Valdés, 1996;Vélez-Ibañez, 1983). Our study proposes that creating opportunities for authentic collaborations between teachers and parents offers an avenue for building relationships between them.…”

Section: Discussionmentioning

confidence: 74%

See 1 more Smart Citation

The Power of Mothers and Teachers Engaging in a Mathematics Bilingual Collaboration

Stoehr

Salazar

Civil

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background: Making mathematics connections between home and school can have a positive impact on students’ mathematics learning. This is particularly important for students whose experiences and perspectives are underrepresented in school curricula. Although there is evidence for how crucial it is to make connections between mathematics instruction and children’s lived experiences, doing so is often a challenging task for teachers. Purpose: This study examines what teachers in two different settings—a dual language school and a Structured English Immersion school—learned from engaging in a mathematics collaboration with Latina mothers. We share the teachers’ perceptions of their students’ and families’ mathematics’ strengths and how they envisioned their future mathematics teaching. Research Design: This qualitative interpretive study explored how 15 teachers from two states made sense of their experiences working together in a two-year mathematics collaboration with mothers from their school community. We collected multiple teacher reflections and artifacts, and administered a small group interview with teachers and parents and an individual teacher interview. We used an iterative analysis by demarcating the words that pertained to the different data sources, as we looked for patterns of the teachers’ key ideas. We summarized the key ideas across the data sources that resulted in six major themes. Findings: The key findings in this study reveal that the teachers learned from the mothers more about their students’ lives outside of school, the mothers’ mathematics background, and ways to create multiple channels of communication with the mothers. The teachers also learned about the significant contributions that the mothers make to their children’s mathematics education and the importance of honoring the mothers’ ways of doing mathematics in their mathematics teaching. The teachers shared how the collaboration with the mothers helped to serve as a guide to leverage their students’ learning of mathematics in Spanish and English. Conclusions/Recommendations: This study suggests that mathematics collaborations between teachers and parents can be highly beneficial to student learning. It showcases the importance of providing teachers with opportunities to learn about the rich mathematics knowledge that parents from diverse backgrounds possess. This study also demonstrates that creating authentic relationships that enhance mutual understandings between teachers and parents can be key in supporting Latinx students’ mathematics learning. We recommend that these types of collaborations between teachers and parents be considered part of the preparation of preservice teachers as well as the professional learning of in-service teachers.

show abstract

Section: Discussionmentioning

confidence: 74%

“…ix-x). Vélez-Ibañez (1983) stated that confianza [trust] is indispensable when collaborating with Mexican families. In our work, we seek to build meaningful collaborations between parents and teachers that leverage parents' knowledge and experiences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Power of Mothers and Teachers Engaging in a Mathematics Bilingual Collaboration

Stoehr

Salazar

Civil

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…Underrecognized by traditional financial institutions, the tanda is an informal financial practice on the periphery of the mainstream but at the center of the financial lives of immigrants (Velez-Ibañez, 1983). Specific to Mexican-origin communities, the tanda was brought over to the US during immigration as an important form of resource management (Velez-Ibañez, 1983) and community cultural wealth (CCW; Yosso, 2005). CCW embodies an array of knowledge, skills, and abilities that communities of color use to survive and resist macro and micro forms of oppression.…”

Section: Introductionmentioning

confidence: 99%

“…Providing access to capital for individuals who otherwise would not have access, the tanda demonstrates a mechanism for countering financial exclusion that uplifts and centers cultural funds of wealth (Velez-Ibañez, 1983;Caplan, 2014). In fact, the tanda may be one example of how the Mexican American values of personalismo (the value of warm, caring, trusting relationships; Davis et al, 2019), confianza en confianza (trust in mutual trust; Velez-Ibañez, 1983), and familismo (loyalty, reciprocity, and solidarity among family members; Marín & Marín, 1991) undergird CCW in ways that can be translated into financial resources. The current study focused on better understanding of the tanda as a financial and cultural resource.…”

Section: Introductionmentioning

confidence: 99%

The Tanda: An Informal Financial Practice at the Intersection of Culture and Financial Management for Mexican American Families

Quiñones

Grier‐Reed

2023

J Fam Econ Iss

View full text Add to dashboard Cite

Tandas, the Mexican variation of lending circles, are an informal financial practice used among Mexican American communities. Tandas are an important asset in families’ resource management strategies, yet the practice is largely unrecognized in the resource management literature and devalued by traditional financial institutions. A qualitative study was conducted to investigate tanda participation of twelve Mexican American individuals across the midwestern United States. This study aimed to develop a better understanding of participants’ motivations to enter, the other financial management strategies employed by participants, and the tanda’s significance to family resource management. Findings revealed that participants’ motivations to participate in a tanda relate to financial accessibility and cultural preferences; participants utilize a range of complementary financial management strategies concurrently with the tanda; and participants perceived the tanda as conducive to their family’s financial goals and well-being, despite acknowledging the risks associated with participation. Developing a better understanding of the tanda provides insights into the ways culture serves as a conduit through which family and individual goals are realized, financial capability is bolstered, and uncertainty wrought by economic and political contexts is reduced.

show abstract

“…Moll in her studies of Funds of knowledge focused on the practices of the families and community in her study rather than "cultural norms" (Moll & Greenberg, 1990, González et al,2005, Moll, 2013. The Funds of Knowledge projects (Vélez-Ibáñez, 1983 which originated in Mexican-origin communities in Arizona, USA (The Tucson Project) took an anthropological approach. They explored the way households in a 'Mexican origin community' shared resources and knowledge.…”

Section: Funds Of Knowledgementioning

confidence: 99%

Musical Play And Whanaungatanga: Music's Contribution To Young Children's Levels Of Wellbeing And Involvement In Their Early Learning Setting

Hann¹

View full text Add to dashboard Cite

<p>Music is instinctively used by children to communicate their ideas, feelings, experiences, and culture. This is recognised in Mana reo, the Communication strand of Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa (Ministry of Education (MoE), 2017), the early childhood curriculum of New Zealand. In this study, I observed and recorded the ways children, with the help of music, became deeply involved in their play. From these observations, I considered the emotional and cognitive benefits to wellbeing and holistic development resulting from musical play. The significance of music for children with Autism Spectrum Diagnosis (ASD), was an integral part of my research. My case study approach followed a qualitative method of narrative-based data collection, over two months, capturing the sociocultural context of a small, play-based early learning centre in Aotearoa, New Zealand. I drew on the psycho/socio-cognitive theory which informs the Experiential Education Movement (EXE). Laevers’ work promoting children’s wellbeing and involvement in their learning settings, (Laevers, 1994a), was explored in depth. As part of an interpretivist approach, I recognised the importance of the various ‘funds of knowledge’ (González et al., 2005; Hedges & Cooper, 2016), which teachers, children and their whānau brought to their interactions and experiences. I recognised a commitment to the principles of Te Tiriti o Waitangi made by educators in Aotearoa New Zealand and used a kaupapa Māori assessment framework, Te Whatu Pōkeka. Kaupapa Māori assessment for learning. Early childhood exemplars (MoE, 2015) in my study of wellbeing and involvement in a musical context. I explored the important role of kaiako, who, alongside whānau, nurtured the Ngā hononga ki te tauparapara, Ways of knowing, (mōhiotanga, mātauranga and māramatanga) and Ngā āhuatanga o te tamaiti, Ways of being, (mana, wairua, and mauri) (MoE, 2015) of the tamariki in my case study. I was able to construct a picture of the mōhiotanga, the knowledge children bring with them into their learning centre. Through music, and alongside trusted kaiako, tamariki were recorded accessing new learning challenges, mātauranga, and entering into “dynamic developmental” (Vygotsky, 1978, p. 87) learning situations or māramatanga. From my ethnographic study as a teacher, participant-researcher, and co-player, I found that Ways of being, Ngā āhuatanga o te tamaiti (MoE, 2015), wairua, (spiritual and emotional being), mana, (potential power of Ngā Atua, their ancestors) and mauri, (their life force), were especially linked to musical experiences. I concluded that a focus on whanaungatanga, where children, their whānau and kaiako worked as one, was an integral part of music-making and musical play. This focus on relationships, through music, contributed to children’s wellbeing and involvement in the early learning setting. I found the whanaungatanga which music promoted particularly important for increasing the wairua, mana, and mauri of the children in my study who had ASD.</p>

show abstract

Bonds of Mutual Trust: The Cultural Systems of Rotating Credit Associations Among Urban Mexicans and Chicanos.

Cited by 3 publications

References 0 publications

The Power of Mothers and Teachers Engaging in a Mathematics Bilingual Collaboration

The Power of Mothers and Teachers Engaging in a Mathematics Bilingual Collaboration

The Tanda: An Informal Financial Practice at the Intersection of Culture and Financial Management for Mexican American Families

Musical Play And Whanaungatanga: Music's Contribution To Young Children's Levels Of Wellbeing And Involvement In Their Early Learning Setting

Contact Info

Product

Resources

About