Stepping beyond Sí Se Puede: Dichos as a Cultural Resource in Mother—Daughter Interaction in a Latino Family

Abstract

This mother—daughter case study focuses on a key feature of discourse within a Mexican immigrant family that links oral traditions to resilience and motivation. I combine observations from a previous ethnographic study with recent follow‐up interviews of a Mexican immigrant student building on a funds of knowledge framework and an ecological perspective. Expanding on current mother—daughter pedagogic theory, I map “dichos” as they are emblematic of cultural funds of knowledge and how they assume a relationship to resistance and academic attainment for a young Mexican immigrant. The findings challenge the notion that working‐class Latino families do not care about the educational fortunes of their youth and lack knowledge and resources to guide their children academically.

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