How classroom learning experiences of young Latinx children from immigrant families shape their beliefs about learning
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This study uses Rogoff (2003) and Moje & Lewis’ (2007) interpretations and application of Sociocultural Learning Theory to consider the relationship between the classroom learning experiences offered to young Latinx children from immigrant families and their beliefs about learning. Using qualitative methods informed by multivocal video-cued ethnography (Tobin, Wu & Davidson, 1989) and grounded theory (Corbin & Strauss, 2008), I conducted and analyzed three ethnographic classroom observations of children’s learning experiences and video-cued interviews with thirty first grade students and their teachers about their beliefs about learning. Findings characterize children’s beliefs about learning across six domains including processes of learning, environmental factors that influence learning, social aspects of learning, enjoyment and learning, the importance of learning, and behavior and learning, and consider the similarities and differences in learning beliefs across three classrooms that offer three different types of learning experiences. Finally, the relationship between Latinx children’s beliefs about learning and classroom learning experiences is discussed with a focus family and cultural influence, ideas of classroom management and control, and the role of schools.