| Popis: |
Previous research suggests that Indigenous and non-Indigenous children have cultural differences that influence their levels of autonomy. Grounded in the Learning by Observing and Pitching In (LOPI) paradigm, this study explored the cultural variation in children’s autonomy across three different groups that varied in socioeconomic resources and cultural practices (i.e., middle-class children, working-class, and Purépecha children) from Guadalajara, Mexico. Using existing child self-reported data collected as part of a larger research study, a total of 30 children (ages 8-11, 10 girls, 10 children from each group) were randomly selected. Thirty-three interview questions and children’s responses were extrapolated from the complete semi-structured interviews, focusing on various domains of autonomy (e.g., household chores, cooking, homework tasks & responsibilities, child’s perspective on chores, opportunities for independence & self-governance, etc.) for analysis. Using a qualitative approach and in collaboration with two Spanish-speaking coders, coding procedures were followed to create a codebook and used to code children’s responses to the various facets of autonomy. Thematic analysis was used to capture the richness of the children’s open-ended responses. Findings indicated several similarities across the three groups in how they contributed to household chores and other related activities; however, specific autonomous behaviors highlighted some cultural variations and how they uniquely make sense of their contributions (e.g., Purépecha children helping their parents at work, while middle-class were distracted with entertainment like TV and video games). Future research can investigate possible gender and age differences in the development of children’s autonomy within the context of cultural differences. |
