Interaction and Participation for Young Hispanic and Caucasian Girls' and Boys' Learning of Media Content

Abstract

Young Hispanic and Caucasian children viewed an animated educational television program in conditions that varied the level of interaction required. Girls and Caucasian children identified with the Hispanic female character more than boys and Hispanic children did. Children who actively responded to character prompts were more likely to understand the important program content than were those who simply observed it. Interaction was especially beneficial to Hispanic girls. The results suggest that programs designed to involve children in the content through participation or interaction provide unique opportunities for children to learn important educational media content, and that even very young children are sensitive to qualities of the symbolic role models who deliver those messages.