Lucía Alcalá
Biographic Data
| ID | 768183 |
|---|---|
| NAME | Lucía Alcalá |
| GIVEN NAMES | Lucía |
| FAMILY NAME | Alcalá |
| SIGNATURE | ALCALÁ L |
| AFFILIATIONS | California State University, Fullerton |
| ORCID | 0000-0003-4499-9146 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Sabiduría En Pocas Palabras
Introduction to the special issue on strengths-based examinations of Latinx youths' interpersonal relationships and socioemotional well-being
Family relationships, Latinx
Studying Executive Function in Culturally Meaningful Ways
Children’s development of executive function is a good candidate for studying cultural differences because it is a necessary capacity for becoming competent participants in cultural activities, and yet it is also likely to be shaped by culturally organized everyday experiences, with potential consequences for children’s development and learning. An ethnographically grounded study with Yucatec Maya children was conducted to explore cultural bias i…
Aprender con agencia e iniciativa
El objetivo de este artículo es describir el papel de la agencia y la iniciativa en el proceso de aprendizaje de los niños mayas yucatecos sobre la salud y la enfermedad. Con base en el paradigma de Learning by Observing and Pitching In (LOPI), se explora la manera en que los niños estructuran ecologías de aprendizaje en las que construyen sus conocimientos medicinales. Empleamos técnicas etnográficas, observaciones y un cuestionario para entrevi…
Yucatec Maya mothers' ethnotheories about learning to help at home
In most cultures, but particularly among Indigenous communities of the Americas, children help extensively with household work. However, less is known about the role of maternal ethnotheories as cultural organizers of the family environment and children's helping. We explored Maya maternal ethnotheories about children's learning to help in two villages. Mothers reported that children learn by observing and pitching in because they have the will a…
When Learning Is Life Giving
This article illustrates how designing schools with Indigenous systems of relationality can be life giving for a healthier post-COVID world. Indigenous systems of relationality—the worldviews, beliefs and practices, and moral precepts of being in relation with the rest of the living world—are the cornerstone of Indigenous knowledges, and the cornerstone of Indigenous families and communities. We consider the ways in which Indigenous systems of re…
A cultural lens on Yucatec Maya families’ Covid-19 experiences
Health guidance during the COVID-19 pandemic led families around the world to spend more time isolated together, disrupting leisure activities, schooling, social interactions, and family work (UNICEF, 2021). Using the lens of Yucatec Maya families’ cultural values and practices, semi-structured interviews were conducted with 18 Yucatec Maya rural women in Mexico (Mage = 32; and for comparison, 13 middle-class European-American women (Mage = 41)),…
How Yucatec Maya Children Learn to Help at Home
Children’s household contributions have been studied across cultural communities, mostly on the basis of maternal reports. Less is known about children’s views of their contributions. This study examines Yucatec Maya children’s ethnotheories of learning to help at home and their motivation for helping. We interviewed 38 7- to 11-year-old children in two communities in the Yucatán Peninsula, México. Children in both communities contributed substan…
Maya children's medicinal plant knowledge
Sophisticated collaboration is common among Mexican-heritage US children
In light of calls for improving people’s skill in collaboration, this paper examines strengths in processes of collaboration of Mexican immigrant children. Sibling pairs (6–10 years old) in California were asked to collaborate in planning the shortest route through a model grocery store. On average, 14 sibling pairs with Mexican Indigenous-heritage backgrounds engaged together collaboratively as an ensemble, making decisions in common and fluidly…
Noticing Learners’ Strengths Through Cultural Research
Cultural research can help to identify strengths of cultural communities that are often viewed through a deficit model. Strengths-based approaches open researchers, practitioners, and the public to seeing the logic and value of cultural practices that vary from mainstream approaches. Strengths-based approaches include and extend beyond concerns for social equity: They are necessary for scientific characterization of human cognitive and social pro…
Children’s Contributions in Family Work
Children’s Contributions in Family Work
Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico
This article addresses cultural differences in children's initiative in helping in their home. Many 6- to 8-year-old children from an Indigenous-heritage community in Guadalajara, Mexico, were reported to engage, on their own initiative, in complex work for the benefit of the whole family (such as tending younger siblings, cooking, or running errands). In contrast, few children from a cosmopolitan community in Guadalajara, in which families had e…
Children's Initiative in Family Household Work in Mexico
Children's views on their household work as mutual contribution within the family may encourage their initiative in pitching in. We asked 9- and 10-year-old children from a Mexican city how they viewed child participation in family household work. Almost all of the 16 children reported that children want to contribute to family household work, which they regarded as the shared responsibility of everyone in the family. However, the 8 children who …
Learning by Observing and Pitching In
To conclude this special issue of Human Development on Learning by Observing and Pitching In to family and community endeavors (LOPI), we argue that everyone can benefit from learning to do things in more than one way, expanding our repertoires of practice. We examine potential developmental benefits for children's collaborative initiative, alertness, and skills in perspective-taking, self-regulation, and planning, in addition to acquiring partic…
Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico
This article addresses cultural differences in children's initiative in helping in their home. Many 6- to 8-year-old children from an Indigenous-heritage community in Guadalajara, Mexico, were reported to engage, on their own initiative, in complex work for the benefit of the whole family (such as tending younger siblings, cooking, or running errands). In contrast, few children from a cosmopolitan community in Guadalajara, in which families had e…
Children's Initiative in Family Household Work in Mexico
Children's views on their household work as mutual contribution within the family may encourage their initiative in pitching in. We asked 9- and 10-year-old children from a Mexican city how they viewed child participation in family household work. Almost all of the 16 children reported that children want to contribute to family household work, which they regarded as the shared responsibility of everyone in the family. However, the 8 children who …
Learning by Observing and Pitching In
To conclude this special issue of Human Development on Learning by Observing and Pitching In to family and community endeavors (LOPI), we argue that everyone can benefit from learning to do things in more than one way, expanding our repertoires of practice. We examine potential developmental benefits for children's collaborative initiative, alertness, and skills in perspective-taking, self-regulation, and planning, in addition to acquiring partic…
Children’s Contributions in Family Work
Children’s Contributions in Family Work
Noticing Learners’ Strengths Through Cultural Research
Cultural research can help to identify strengths of cultural communities that are often viewed through a deficit model. Strengths-based approaches open researchers, practitioners, and the public to seeing the logic and value of cultural practices that vary from mainstream approaches. Strengths-based approaches include and extend beyond concerns for social equity: They are necessary for scientific characterization of human cognitive and social pro…
Sophisticated collaboration is common among Mexican-heritage US children
In light of calls for improving people’s skill in collaboration, this paper examines strengths in processes of collaboration of Mexican immigrant children. Sibling pairs (6–10 years old) in California were asked to collaborate in planning the shortest route through a model grocery store. On average, 14 sibling pairs with Mexican Indigenous-heritage backgrounds engaged together collaboratively as an ensemble, making decisions in common and fluidly…
Maya children's medicinal plant knowledge
A cultural lens on Yucatec Maya families’ Covid-19 experiences
Health guidance during the COVID-19 pandemic led families around the world to spend more time isolated together, disrupting leisure activities, schooling, social interactions, and family work (UNICEF, 2021). Using the lens of Yucatec Maya families’ cultural values and practices, semi-structured interviews were conducted with 18 Yucatec Maya rural women in Mexico (Mage = 32; and for comparison, 13 middle-class European-American women (Mage = 41)),…
How Yucatec Maya Children Learn to Help at Home
Children’s household contributions have been studied across cultural communities, mostly on the basis of maternal reports. Less is known about children’s views of their contributions. This study examines Yucatec Maya children’s ethnotheories of learning to help at home and their motivation for helping. We interviewed 38 7- to 11-year-old children in two communities in the Yucatán Peninsula, México. Children in both communities contributed substan…
Yucatec Maya mothers' ethnotheories about learning to help at home
In most cultures, but particularly among Indigenous communities of the Americas, children help extensively with household work. However, less is known about the role of maternal ethnotheories as cultural organizers of the family environment and children's helping. We explored Maya maternal ethnotheories about children's learning to help in two villages. Mothers reported that children learn by observing and pitching in because they have the will a…
When Learning Is Life Giving
This article illustrates how designing schools with Indigenous systems of relationality can be life giving for a healthier post-COVID world. Indigenous systems of relationality—the worldviews, beliefs and practices, and moral precepts of being in relation with the rest of the living world—are the cornerstone of Indigenous knowledges, and the cornerstone of Indigenous families and communities. We consider the ways in which Indigenous systems of re…
Studying Executive Function in Culturally Meaningful Ways
Children’s development of executive function is a good candidate for studying cultural differences because it is a necessary capacity for becoming competent participants in cultural activities, and yet it is also likely to be shaped by culturally organized everyday experiences, with potential consequences for children’s development and learning. An ethnographically grounded study with Yucatec Maya children was conducted to explore cultural bias i…
Aprender con agencia e iniciativa
El objetivo de este artículo es describir el papel de la agencia y la iniciativa en el proceso de aprendizaje de los niños mayas yucatecos sobre la salud y la enfermedad. Con base en el paradigma de Learning by Observing and Pitching In (LOPI), se explora la manera en que los niños estructuran ecologías de aprendizaje en las que construyen sus conocimientos medicinales. Empleamos técnicas etnográficas, observaciones y un cuestionario para entrevi…
Introduction to the special issue on strengths-based examinations of Latinx youths' interpersonal relationships and socioemotional well-being
Family relationships, Latinx
Sabiduría En Pocas Palabras
Psychology (13 works) · Indigenous Cultures and Socio-Education (12 works) · Sociology (11 works) · Early Childhood Education and Development (8 works) · Community Health and Development (7 works) · Indigenous (7 works) · Political science (7 works) · Social Psychology (7 works) · Computer Science (5 works) · Developmental psychology (5 works)