Role of Parent Language and Ethnicity on Family Science Problem-Solving Processes

The goal of this study was to examine problem-solving processes of elementary-aged children (4th grade U.S., ages 9–10) and their parents as they applied themselves to hands-on science activities together, with the larger goal of studying how parents influence the development of children’s science inquiry skills. In this diverse group of families, which was approximately equally balanced in terms of ethnicity (Hispanic and non-Hispanic) and parent and child gender, the influence of parent language, dyad ethnicity, and dyad gender was examined while controlling for family socio-economic status. Four problem-solving processes were examined: writing a hypothesis, recording results, drawing/sketching the process, and writing an explanation of how or why a process worked. The study included 153 families in a metropolitan area in the southwestern U.S. (Phoenix, AZ), approximately balanced in terms of child and parent ethnicity and gender. Gender differences were not observed for any of the problem-solving processes. Differences in some problem-solving processes, especially for writing a hypothesis, were observed based on parent language and dyad ethnicity. Families employed the strategy of drawing/sketching out solutions with a similar level of detail, regardless of parent education, language, ethnicity, and gender. Thus, we propose the use of drawing/sketching in the elementary science classroom as a useful strategy for reaching a diverse audience of learners. Family socio-economic status (as measured by parent education and family income) was strongly associated with parent language and dyad ethnicity. Implications for these findings are discussed.