Research Findings: This study investigated the association between Mexican American maternal education and socioeconomic status (SES) and child vocabulary as mediated by parental reading beliefs, home literacy environment (HLE), and parent–child shared reading frequency. As part of a larger study, maternal reports of education level, SES, HLE, and reading beliefs along with child expressive and receptive vocabulary were collected for 252 mothers and their preschool children from 2 demographically similar school districts in 1 county. Correlations were moderate and positive, with higher levels of maternal education related to family income, HLE, book availability, and children’s expressive and receptive vocabulary. Consistent with long-standing evidence, maternal education and SES were predictors of children’s vocabulary, albeit indirectly through maternal reading beliefs, HLE, and reading frequency. Practice or Policy: Findings extend current knowledge about specific pathways through which social ...

Latino Maternal Literacy Beliefs and Practices Mediating Socioeconomic Status and Maternal Education Effects in Predicting Child Receptive Vocabulary

Service interactions are increasingly cross-cultural as invariably they now involve parties from different cultural groups. Tourism establishments, however, have not always been able to create successful cross-cultural service interactions as negative interactions are widely reported. Negative cross-cultural service interactions affect tourists’ and service hosts’ experiences, and disfavour tourism businesses. Thus, there is a need to understand what factors shape cross-cultural service interactions and how these factors might influence the outcomes of cross-cultural service interactions in international tourism.

‘Friction’ in cross-cultural service interactions: narratives from guests and service-providers of a five star luxury hotel

The experience of castelike minorities are different and have different educational consequences. Not all racial minorities have the status of castelike minorities. The discussion of castelike minority status points to insufficiency of the explanation of the lower test scores and lower school performance of blacks in terms of genetic endowment, home environmental factors, and cultural differences. Given the castelike minority status of blacks, Jensen cannot reasonably argue that differences in the behavior of blacks and whites, such as test taking, are determined by a single element genetic endowment; environmentalists can no longer ignore the effects of double stratification and minority cognitive orientation or epistemology. In this chapter, the author focuses more closely on black responses to the inferior education and the limited postschool opportunities generated by this perspective and show how such responses may contribute to poorer school performance and lower test scores.

Anthony Walsh

Papers

Culture and Socialization