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Parental Perceptions of Child Development Among Low-Income Mexican American Families
Journal of Child and Family Studies
Abstract
Parents' perceptions of child development are influenced by complex interactions among cultural, social, and economic factors. Insights into how parents from culturally diverse societies perceive the development of their children might explain why different cultural groups foster or value the development of different skills in their children. In this study, we explored the perceptions of child development among low income Mexican American parents. A series of ethnographic interviews were conducted with eight Mexican American families who had preschool children. Qualitative data analyses yielded three main themes that were important to these parents: family attitudes and values, changes, and adaptations. For these parents, the development of social attributes in children, that will enable them to function within their own cultural group, was as important as the development of cognitive or motor skills. Service providers, such as school and mental health personnel, should take into account cultural differences in parents' perceptions of the importance of various developmental milestones for their children when suggesting interventions typically used by parents in the dominant culture.
... Only a few studies have directly examined Mexican or Mexican-American parents' beliefs or ethnotheories (e.g., Delgado and Ford, 1998). And while Mexican and Mexican-American families are diverse, and parenting beliefs are influenced by a multitude of contextual, personal and economic factors, nonetheless, the current literature broadly highlights culturally valued traits that might impact upon parents' beliefs about children and their prosocial behaviours. ...
... Other culturally valued concepts include respeto and bien educado (Arcia and Johnson, 1998;De La Vega, 2007;Delgado and Ford, 1998). Mexican-American parents have described a child who is bien educado as one who 'has good manners and is respectful of others', with respect for others (respeto) including 'a strong sense of obedience towards adults related to them, other adults, children, and others' property'. ...
... Mothers indicated that exhibiting such behaviours served as a good example and thus a service to others, and some suggested that showing such behaviors represented the family and their upbringing. Those themes elicit notions that researchers have indicated are underlying values among many Mexican families, namely familismo, bien educado and respeto (Arcia and Johnson, 1998;De La Vega, 2007;Delgado and Ford, 1998). Bien educado and respeto do not necessarily reflect behaviours that have direct benefactors, as was more common in all the other descriptions of prosocial behaviours, but are consistent with researchers' assertions that these are deeply held values in Mexican-American culture, and have been found to be reflected in their parental beliefs and expectations (Carlo and de Guzman, 2009;Delgado-Gaitan, 1994). ...
This study explored parental beliefs surrounding prosocial behaviours and the parenting practices that promote them. A total of 47 mothers of young adolescents participated in one of seven focus groups, three of which were conducted in Spanish with first-generation Mexican-American immigrants, two were conducted in English among second generation (US-born) Mexican-Americans, and two were conducted with European-Americans. Responses were coded using elements of the grounded theory approach, and results indicate patterns of shared and unique beliefs about prosocial behaviors in ways that reflect the sociocultural context and acculturative experiences of the respondents.
... The parents in these studies stressed the importance of trust between parent and child. Another important element of parenthood was ensuring that their children grew up with confidence to be responsible citizens, to respect others and to be the type of person others respect (Azmitia et al., 1996; Delgado & Ford, 1998). This concept can be summarized under the words bien educado while directly translated means well-educated, but is meant to describe someone who is respectful and wellmannered (Delgado & Ford, 1998). ...
... Another important element of parenthood was ensuring that their children grew up with confidence to be responsible citizens, to respect others and to be the type of person others respect (Azmitia et al., 1996; Delgado & Ford, 1998). This concept can be summarized under the words bien educado while directly translated means well-educated, but is meant to describe someone who is respectful and wellmannered (Delgado & Ford, 1998). The family system of Mexican-Americans is not limited to the nuclear family. ...
... The church, a facet of " Mexican-ness " that so far has not been mentioned, plays a vital role in Mexican-American identity. Several studies have shown a link between Mexican-American parents' religious views and their moral expectations for their children (Azmitia et al., 1996; Delgado & Ford, 1998). The following section explores the relationship between religion, spirituality, faith, and Mexican culture. ...
... Currently this context is understood not only in terms of socio-economic class, but also in terms of socio-cultural variables like ethnicity and levels of education (Leseman et al. 1995). In order to understand the scholastic achievements of children with different socio-cultural backgrounds we must focus on the perceptions and beliefs of immigrants (Delgado and Ford 1998; Bornstein and Cote 2004). Not only are these beliefs important for the cognitive development of children, they also play a decisive role in the behavior of parents in this respect (Sigel and Kim 1996; Gauvain 1998). ...
... Moreover, these beliefs and values are transmitted to children through parental attitudes and practices (Sigel and Kim 1996) that facilitate the cognitive socialization of children (Gottfried et al. 1998). Thus, in order to understand socialization in migrant families, we have to understand the beliefs and perceptions that are part of the socio-cultural context in which socialization takes place (Delgado and Ford 1998; Gutman and McLoyd 2000; Bornstein and Cote 2004). In early childhood, to a large extent, the home environment and parenting styles dominate the cognitive development of children (Bradley and Corwyn 2002; Menaghan and Parcel 1991; Landry et al. 2000; Raviv et al. 2004). ...
... This can be accepted from a sociological point of view because of its educational connection to the dominant culture (of primary education). However, from a cross-cultural view it is problematic because cultures differ in their conceptions about child development (Delgado and Ford 1998; Okagaki and Sternberg 1993; Bornstein et al. 1991) and therefore in their practices. Furthermore, some studies used standardized instruments to examine parental perceptions about child development. ...
We explored the perceptions of children's cognitive development among Moroccan Arabic and Berber immigrant mothers who cannot read, who are less educated, middle educated or highly educated in the Netherlands. A series of in-depth interviews was conducted with 22 mothers with young children (mean age = 5 years and 6 months). Qualitative data analyses revealed five major themes that are of significant importance to these mothers: moral attitudes, social values and religiousness; conversation, reading and playing as stimulating activities; importance attached to education; parental expectations; attributions of school success. The parental perceptions about the cognitive development of young children differed according to their own educational level. Mothers who cannot read and mothers with less education emphasized the development of moral, social and religious values for strengthening the cultural identity of their children. This sense of identity would enable them to function within their own cultural group and help them to perform well at school. School success was attributed in large part to a combination of the efforts of the child and the school. Middle and highly educated mothers, on the other hand, valued scholastic development and attributed school success to their own efforts and to the kind of support the child received. The ethnic background of the parents, whether Arabic or Berber, did not make a difference in the perceptions.
... An even smaller body of work has documented that Latine families of preschool children sometimes also adopt US values/beliefs and socialization/parenting goals that are consistent with the mainstream host culture. The most common US value/belief that Latine families report adopting and transmitting to their children starting in early childhood is autonomy (i.e., encouraging children to be independent; Delgado & Ford, 1998) and egalitarian gender roles (i.e., encouraging children to have high aspirations for formal education and teaching them that responsibilities should be shared equally regardless of gender; Vesely et al., 2019). For example, Aldoney & Cabrera (2016) investigated the socialization goals of 30 immigrant, Spanish-speaking parents of children participating in a Head Start center located in Washington DC. ...
... For these mothers, a better quality of life for their children meant having a career and equal partnerships in their marriage that allowed them to pursue their own goals. Surprisingly, the US value of autonomy was not brought up by caregivers in either of the language groups, even though prior research has identified it as a common US value that low-income, Latine caregivers seek to transmit to their children (Aldoney & Cabrera, 2016;Delgado & Ford, 1998). It could be that this sample of caregivers viewed the theme of egalitarian gender roles similar to that of autonomy in the sense that some of them discussed the importance of transmitting egalitarian gender views in their children so that they could feel empowered to pursue their own goals and formal education, regardless of gender. ...
Children’s early socialization shapes their development and well-being. To date, research examining the socialization of preschool-aged Latine children remains limited, and primarily focused on immigrant, Spanish-speaking families. Given the heterogeneity in language(s) spoken, nativity, and education within Latine families, the present study used focus groups among 112 Latine families of children attending Head Start to understand and compare salient parenting beliefs, attitudes, and self-reported practices as they pertained to supporting their children’s development among both English- and Spanish-speaking caregivers. Results showed that English- and Spanish-speaking caregivers viewed their children’s bicultural socialization as critical to supporting their development. Caregivers actively socialized their children to be bicultural through an emphasis on two superordinate goals: fostering bilingualism and simultaneous transmission of heritage and US values. Although caregivers across groups shared many of the same beliefs, attitudes, and practices concerning bilingualism and transmission of values (respeto, egalitarian gender roles), differences were also found. Specifically, ethnic pride was more salient for caregivers in the English than Spanish groups, and the value of familismo was only discussed in the English groups. Additionally, caregivers in the English and Spanish focus groups described experiencing different language-related challenges that undermined their efforts to raise bicultural children. These findings can inform future efforts seeking to support low-income, Latine families reach the goals they have for their children from a culturally and contextually informed lens.
... Across studies of Latinx immigrant families, research has found socialization goals that differ from the autonomy goals of White parents and are relationship-oriented. These goals include the primacy of the family and decisions driven by the family (familismo), and wanting their children to be moral, responsible and upstanding people (bien educado), and to maintain respect for others (respeto) (Calzada, et al., 2010;Delgado & Ford, 1998;Denmark et al., 2014). Research with Latinx immigrant families has also found that mothers valued maintaining elements of their culture and language (Calzada et al., 2010;Delgado & Ford, 1998). ...
... These goals include the primacy of the family and decisions driven by the family (familismo), and wanting their children to be moral, responsible and upstanding people (bien educado), and to maintain respect for others (respeto) (Calzada, et al., 2010;Delgado & Ford, 1998;Denmark et al., 2014). Research with Latinx immigrant families has also found that mothers valued maintaining elements of their culture and language (Calzada et al., 2010;Delgado & Ford, 1998). In an examination of the socialization goals of Central American immigrant mothers, Denmark and colleagues (2014), found that Central American parents who endorsed socialization goals of motivación/participación (being motivated and participating) and salir adelante (to be intelligent, achieve, and learn quickly) had children who exhibited more positive approaches to learning reported by their preschool teacher (e.g. ...
... Respeto is also associated with conformity and refers to obedience, politeness, and high regard for (Arcia and Johnson 1998;Durand 2011;Rodriguez and Olswang 2003). Finally, the cultural value of educación represents conformity through its emphasis on teaching children proper manners, morality, and responsibility (Delgado and Ford 1998;Okagaki and Sternberg 1993). ...
... There is much less research on dimensions of independence among Mexican American parents. A few studies have shown that Mexican American parents promote autonomy and self-reliance, corresponding to the agency dimension of independence (Delgado and Ford 1998;Yau and Watkins 2018). In a recent study of Mexican American immigrant mothers of young children, Calzada et al. (2012) found that these mothers promoted the values of both autonomy and respeto in their young children, thereby combining dimensions of independence and interdependence. ...
Objectives
Parents’ beliefs, practices, and goals for children vary across cultures in the extent to which they promote dimensions of independence and interdependence. Parental preferences also vary within cultures according to nativity, generation status, and education level. Yet, within-culture studies of parenting among Mexican Americans are extremely scarce, especially among parents of young children.
Methods
In this study, 103 Mexican American mothers of one- to six-year-old children (M = 4.6 years) completed two questionnaires measuring (1) beliefs about the importance of socialization practices with young children, and (2) long-term goals and values for children as adults. We investigated differences in seven scales across three dimensions of independence and interdependence: agency, conformity, and relatedness.
Results
Practice beliefs and long-term goals varied according to mother’s generation status, controlling for maternal education. Later generation mothers were more concerned with promoting autonomy (agency) (F2,97 = 6.85, partial eta squared = .12), and less with teaching obedience and manners (conformity) (F2,97 = 7.33, partial eta squared = .13), than earlier generation mothers. While they continued to value close relationships (relatedness), third generation mothers attached somewhat less importance to this long-term goal than earlier generation mothers (F2,97 = 4.89, partial eta squared = .09). Finally, generation status moderated relations between maternal education and teaching obedience and manners: maternal education level was more strongly negatively associated with the belief in teaching obedience and manners in third generation than in second-generation mothers (b = −.123, F3,99 = 16.911, R² = .346, p < .001).
Conclusions
Despite these intergenerational trends, across all generations, Mexican-origin mothers highly valued aspects of both agency and conformity as well as relatedness, providing further support for the emotional interdependence cultural model of parenting. This study increases our knowledge of Mexican American mothers’ beliefs and goals, and may inform the design of evidence-based, culturally-sensitive interventions.
... This general value designates the importance of showing respect, deference, special regard, and proper demeanor in reference to persons of higher status within their families and the larger community. Although substantial variation exists, compared to European American parents, the tradition of respeto indicates that Mexican parental ethnotheories are more likely to emphasize parental authority through demonstrations of respect and obedience from the young, while focusing less on fostering autonomy (Arcia & Johnson, 1998;Bulcroft, Carmody, & Bulcroft, 1996;Carlo & de Guzman, 2009;Delgado & Ford, 1998;Fuligni, 1998). ...
... Several studies on socialization within Mexican and Mexican American families have identified conformity to norms, obedience to authority, and respect for parents as socialization outcomes having the greatest priority (Arcia & Johnson, 1998;Baca Zinn & Wells, 2000;Buriel, 1993;Delgado & Ford, 1998;Diaz-Guerrero & Szalay, 1991;Frias-Armenta & McCloskey, 1998;Grau et al., 2009). Moreover, difficult economic circumstances in Mexico may have enhanced the traditional pattern of placing less emphasis on youthful autonomy and greater focus on the maintenance of parental authority. ...
This chapter is a review and conceptual analysis of the extent to which aspects of the parent–adolescent relationship can both vary and share qualities across cultures. Parent–adolescent relationships in both the United States and Mexico are used as examples to illustrate how cultural variations exist within common themes across cultures. Specifically, the first objective is to consider how cultural variation influences differences and similarities in the meaning of adolescent social competence in the United States and Mexico. The second objective of this chapter considers how cultural variation across these two societies results in differences and similarities in the socialization strategies that parents use to encourage or inhibit adolescent social competence. Such a conceptual analysis seeks to provide a better theoretical basis for cross-cultural understanding about how adolescent social competence is either fostered or impaired by parents in ways consistent with their cultural context. Accomplishing these objectives requires gaining an understanding of ecological theory, general cultural values that define the goals and strategies of socialization within different cultures, and a thorough review and synthesis of recent research on parent–adolescent relationships.
http://link.springer.com/chapter/10.1007/978-1-4614-3987-5_9#
... Mexican Americans have been found to place importance on the family, and to teach children to respect and obey adults and elders (Harwood, Leyendecker, Carlson, Asencio, & Miller, 2002;Parke & Buriel, 1998). Children are expected to behave in accordance with standards of bien educado, or proper rearing, and respeto, or respect (Arcia & Johnson, 1998;Delgado & Ford, 1998). In a comparative study of mothers' values for their young children, Rodriguez and Olswang (2003) found that the Mexican American mothers valued conformity, politeness, and obedience more than self-direction, and European American mothers valued self-direction over conformity. ...
... In a comparative study of mothers' values for their young children, Rodriguez and Olswang (2003) found that the Mexican American mothers valued conformity, politeness, and obedience more than self-direction, and European American mothers valued self-direction over conformity. Yet some research has found that Mexican Americans also view autonomy as an important goal (Delgado & Ford, 1998), suggesting that they may combine independence and interdependence in their cultural models of parenting. ...
Parents' long-term goals and values for their children vary across U.S. ethnic groups. Researchers have found that ethnic minority groups tend to promote interdependence, and European Americans tend to promote independence, yet evidence of both orientations has also been found within each ethnic group. To compare both the similarities and variations between ethnic groups, this study used a multiethnic questionnaire measuring multiple dimensions of each orientation. A sample of 343 parents from four ethnic groups completed a parental goals questionnaire, and exploratory factor analysis suggested five scales: tradition and conformity, relatedness, benevolence and prosocial, agency and self-direction, and power and achievement. All groups highly valued dimensions of both independence and interdependence, and ethnicity explained differences in all five scales, controlling for parental education level. Using an ecocultural perspective that views parent—child relationships within multiple intersecting ecologies, this study provides evidence for the coexistence of dimensions of independence and interdependence in parents' cultural models in the United States.
... † p < .10. *p < .05. **p < .01. levels of Mexican cultural orientation overall aligns with predictions afforded by the contextualdevelopmental model. Specifically, and consistent with the emphasis that traditional Mexican culture places on respeto, bien educado, and familismo, Mexican-origin parents have been found to view socioemotional competencies that emphasize selfrestraint (e.g., obedience, good manners, being responsible, strong moral values) as among children's greatest developmental priorities (Delgado & Ford, 1998;Okagaki & Sternberg, 1993;Vald es, 1996). ...
This study sought to (a) replicate infant temperament profiles from predominantly White samples in a sample of low‐income, predominantly first‐generation Mexican‐American families, (b) investigate associations between infant temperament profiles and toddler behavioral and physiological regulation, and (c) explore whether mothers’ cultural orientation would moderate those associations. Mothers and infants (n = 322; 46% male) were assessed during pregnancy and at infant ages 9, 12, and 24 months. Latent profile analysis yielded three temperament profiles that were consistent with those from extant research. Compared to the high positive affect, well‐regulated profile, the negative reactive, low regulated profile was associated with poorer behavioral and parasympathetic (i.e., respiratory sinus arrhythmia) regulation, but associations depended on mothers’ Mexican and Anglo cultural orientation.
... Due to the bidirectional causal processes, the relationship context helps to understand a wide range of phenomena such as parental receptivity to children's influence since parental figures play a role in child development and may be prepared to deal with different possibilities as acceptable outcomes (Kuczynski & Parkin, 2007). In fact, the child's contributions to the relationship with the parent and to his/her own development can be described in terms of the parent's perception of the child's developmental status, which may influence the educational activities that parents organize, especially during early childhood (Delgado & Ford, 1998). Parents' perceptions may differ in terms of the age at which they expect a given skill to be acquired and the degree of proficiency attributed to the child according to implicit developmental timetables based on personal and cultural influences (Goodnow et al., 1984;Tsamaase & Harkness, 2020). ...
Parental self-regulation comprises the intrapersonal capacities that enable parents’ adaptive responses to the multiple demands of parenting a child. In spite of the centrality of this construct in theory, there is scarce evidence documenting its role in the promotion of healthy daily activities for young children. We conducted a cross-sectional study to examine associations between parent self-regulation and healthy attachment, feeding, play, and sleeping activities. We further explored variability in the associative patterns and the potential contribution of child characteristics and satisfaction with the support received in health care services. Participants were 181 parents with children <36 months old attending 20 primary care centers. Each completed self-report measures on parental self-regulation, healthy activities, child health status, developmental adjustment, and satisfaction with the health care services. Cluster analyses identified three patterns of self-regulation and performance of healthy activities: Positive (n = 92), characterized by high self-sufficiency and self-management, moderate self-efficacy and parental agency, and high frequency of healthy activities in activities for all four domains (attachment, feeding, play, and sleeping); Mixed (n = 43), characterized by high self-efficacy and parental agency and low frequency of healthy play activities; and Negative (n = 46), characterized by overall low self-regulation, and low frequency of healthy attachment, feeding, and sleeping activities. Multinomial logistic regression analysis showed that a model comprising the child’s poor developmental adjustment coupled with less satisfaction and discontent with the service increased the likelihood of belonging to the Mixed or Negative cluster as compared to the Positive cluster. The implementation of effective support provision should aim to promote parental self-regulation and satisfaction with the service as promoters and co-responsible agents for the health and well-being of their children according to their developmental needs.
... Another traditional cultural value that is important for Latinos, and that research has shown to be associated with prosocial behaviors, is the value of respeto, which literally means respect, and includes being obedient with and avoiding arguments with adults (Calzada et al., 2010). Respeto also refers to having good manners when interacting with others, both within and outside the family (Delgado & Ford, 1998). Respect toward others is conceptually linked to empathic-responding and prosocial behaviors. ...
This chapter provides an overview of theory and research on parenting and moral devel opment in US Latino/a populations, including acculturation and enculturation, ethnic identity, and exposure and responses to discrimination and culture-related stress experi ences. First, we briefly review traditional theories on the influence of parents in children's prosocial development. Second, broad ecological and developmental theories that speak to the role of culture-related processes are covered. The third section presents a brief history of US Latino/as and highlights cultural values and characteristics relevant to understand the role of parents in US Latino/a children's prosocial development. The fourth section presents an integrative cultural stress-based model of US Latino prosocial development and summarizes supporting research. Finally, the authors identify gaps in the existing literature and directions for future research.
... Aquellas creencias implican una crianza enfocada en altas expectativas de autorregulación hacia los niños para que puedan adaptarse y afrontar los fuertes obstáculos y riesgos ambientales, característicos de grupos de NSE bajo, y así alcanzar una mejor calidad de vida. Asimismo, los padres de estos grupos dan gran importancia a habilidades sociales relacionadas a la autonomía (Delgado & Ford, 1998), la cual, como ya se ha visto, se vincula con la regulación. Los antecedentes anteriores permitirían entender el que los niños de NSE bajo sean percibidos por sus padres como menos autorregulados a los 12 meses, en comparación a los niños del NSE alto, al ser mayores las expectativas. ...
Temperament is understood as the set of individual differences in reactivity and self-regulation, considered as stable throu- gh time, and influenced by the heritability, the biological maturation, and the interaction with the environment. The aim of this study was to determine if the dimensions of temperament (extraversion, negative affect, and self-regulation) show differences according to socioeconomic status in Chilean children attending to nurseries. For this study, 103 children from both genders were evaluated at 12 and 30 months old, using the IBQ-R-VSF and ECBQ-VSF questionnaires, which were answered by their parent. Results showed that between 12 and 30 months, extraversion remained constant, while the di- mensions of negative affect and self-regulation decreased significantly. Children from high socioeconomic status showed higher self-regulation at age of 12 months, while the ones from low socioeconomic status decreased their negative affect at 30 months old. Results are discussed based on evidence about realities from different socioeconomic statuses.
... Latinx mothers' greater use of regulatory relative to referential language might reflect a cultural value of respeto, roughly translated as proper demeanor. Respeto requires individuals to understand their place in conversations with other members of the community and gauge the level of courtesy and decorum appropriate to people of a certain status, sex, and age (Arcia & Johnson, 1998;Bulcroft, Carmody, & Bulcroft, 1996;Delgado & Ford, 1998;Harwood et al., 1995;Harwood, Sch€ oelmerich, Ventura-Cook, Schulze, & Wilson, 1996). Latinx mothers might use regulatory language to teach infants the importance of being "tranquilo" (i.e., calm), obedient, and respectful (Calzada, Fernandez, & Cortes, 2010). ...
To understand the developmental outcomes of Latinx children growing up poor in the United States, we examine how socioeconomic status (SES) and ethnic minority status jointly condition the development of Latinx children in the United States. To address these gaps, in this chapter we first present a brief demographic profile of Latinx in the United States to contextualize the later theoretical and empirical discussions. We then review theoretical frameworks that explain SES differences in Latinx home environments and examine how they have been used to explain disparities in Latinx children's outcomes. Third, we describe the current research on the early home environments of Latinx children of varying levels of parental SES. Fourth, we review the literature on Latinx children's inequalities noting the scarcity of research that compares Latinx to White children or Latinx to Black children compared to the studies that focus on the White-Black academic gap. Finally, we conclude by summarizing state of knowledge and offering suggestions for future directions. We focus on young children (0-8) due to space limitations but also because the early childhood period is foundational to later development and is where the effects of poverty most likely to have enduring effects.
... Latinx mothers' greater use of regulatory relative to referential language might reflect a cultural value of respeto, roughly translated as proper demeanor. Respeto requires individuals to understand their place in conversations with other members of the community and gauge the level of courtesy and decorum appropriate to people of a certain status, sex, and age (Arcia & Johnson, 1998;Bulcroft, Carmody, & Bulcroft, 1996;Delgado & Ford, 1998;Harwood et al., 1995;Harwood, Sch€ oelmerich, Ventura-Cook, Schulze, & Wilson, 1996). Latinx mothers might use regulatory language to teach infants the importance of being "tranquilo" (i.e., calm), obedient, and respectful (Calzada, Fernandez, & Cortes, 2010). ...
Researchers in developmental science often examine parenting and child development by ethnic, racial, and socioeconomic groups, frequently highlighting group differences in parent and infant behaviors. A sole focus on differences, however, obscures notable variability that exists within each community. Moreover, categories such as ethnicity and race are often assumed to encompass shared cultural backgrounds, which risks conflating race, ethnicity, and culture in psychological research. In this chapter, we examine cultural specificity and within-group heterogeneity that characterizes parenting and child development across socio-economic, ethnic, and racial groups. Drawing upon our work on ethnically and socioeconomically diverse parents and infants, we document the between-group differences, within-group variation, and universal processes in the form and content of parent-infant interactions. Most centrally, we highlight the role of family economic, human, and social capital in explaining the variability in parent-infant interactions across racial, ethnic, and cultural groups
... Aquellas creencias implican una crianza enfocada en altas expectativas de autorregulación hacia los niños para que puedan adaptarse y afrontar los fuertes obstáculos y riesgos ambientales, característicos de grupos de NSE bajo, y así alcanzar una mejor calidad de vida. Asimismo, los padres de estos grupos dan gran importancia a habilidades sociales relacionadas a la autonomía (Delgado & Ford, 1998), la cual, como ya se ha visto, se vincula con la regulación. Los antecedentes anteriores permitirían entender el que los niños de NSE bajo sean percibidos por sus padres como menos autorregulados a los 12 meses, en comparación a los niños del NSE alto, al ser mayores las expectativas. ...
Temperament is understood as the set of individual differences in reactivity and self-regulation, considered as stable through time, and influenced by the heritability, the biological maturation, and the interaction with the environment. The aim of this study was to determine if the dimensions of temperament (extraversion, negative affect, and self-regulation) show differences according to socioeconomic status in Chilean children attending to nurseries. For this study, 103 children from both genders were evaluated at 12 and 30 months old, using the IBQ-R-VSF and ECBQ-VSF questionnaires, which were answered by their parent. Results showed that between 12 and 30 months, extraversion remained constant, while the dimensions of negative affect and self-regulation decreased significantly. Children from high socioeconomic status showed higher self-regulation at age of 12 months, while the ones from low socioeconomic status decreased their negative affect at 30 months old. Results are discussed based on evidence about realities from different socioeconomic statuses.
... Culture-bound differences in parenting are a topic of research interest, regarding both parental practices and beliefs. In general terms, it has been found that Latino parents living in the United States stress collectivistic socialization goals over individualistic ones (Arcia, Reyes-Blanes & Vásquez-Montilla, 2000;Delgado & Ford, 1998). By comparing parents from Greece, Cameroon, and Costa Rica, Keller et al. (2004) concluded that Costa Rican mothers practiced a combination of both distal and proximal parenting practices. ...
This research investigates the subjective theories of 12 Chilean and Costa Rican psychologists who work with children, with the purpose of describing and interpreting their explanations about child rearing. Episodic interviews were used and analyzed using a Grounded Theory model. The interviewees point out that they use their own experience and beliefs when advising parents. Results indicated that, according to the interviewees, the topics most frequently consulted by parents were children's high impulsivity and disciplining. The interviewees believe the most common parenting styles are the authoritarian and the permissive ones, the latter being associated with parents' fear and anxiety. Resumen. Este estudio investigó las teorías subjetivas de 12 psicólogos(as) chilenos(as) y costarricenses que trabajan en temáticas de infancia, a objeto de poder describir e interpretar sus explicaciones sobre la crianza. Esta investigación fue de carácter cualitativo, con un diseño metodológico descriptivo-interpretativo. Se realizaron entrevistas episódicas, analizadas utilizando el modelo de la Grounded Theory (teoría fundamentada). Los participantes señalaron usar sus propias experiencias y creencias al aconsejar a los padres y a las madres. Según los (as) entrevistados (as) , los padres y las madres consultan principalmente sobre la impulsividad y disciplina de los (as) hijos (as). De acuerdo a los (as) entrevistados (as), los estilos parentales más recurrentes son el autoritario y el permisivo, este último asociado con el miedo y ansiedad de los padres y madres Palabras clave. Teorías subjetivas, crianza de los(as) hijos(as), psicólogo (a) , parentalidad, Chile, Costa Rica.
... Its emphasis on proper relatedness and moral formation distinguishes this model of education from the prevailing framework in many industrialized nations, one that equates education with academic learning and formal schooling. With few exceptions (Bartlett, 2007a;Prins, 2003Prins, , 2005bSantillán, 2006), scholarship on educación has focused on Mexican Americans and Puerto Ricans (Harwood, Miller, & Irizarry, 1995;Valdés, 1996) and has investigated parents' notions of educación vis-à-vis childrearing, child development, and children's schooling (Cerletti, 2005;Delgado & Ford, 1998;Reese, Balzano, Gallimore, & Goldenberg, 1995). However, we need to expand our understanding of educación to include other nationalities and to investigate how adults believe educación is acquired and how it is linked not only to schooling, but also to nonformal adult education and literacy. ...
Background/Context
In contrast to cultural constructs that equate education with cognitive development and formal schooling, the Latin American cultural model of educación encompasses academic knowledge and social competence. Prior scholarship has mainly investigated parental notions of educación vis-à-vis childrearing and schooling, primarily among Mexican Americans and Puerto Ricans. Analysis of educación should include other nationalities and elucidate how adults believe educación is acquired and linked both to schooling and nonformal adult education and literacy.
Purpose/Objective/Research Question/Focus of Study
The purpose of this article is to explicate how former adult literacy participants in rural El Salvador perceived the meanings of educación, how one becomes an educated person, and how educación relates to schooling and literacy.
Setting
The study took place in a Salvadoran village where, in 2001, a nongovernmental organization sponsored an adult literacy program. Like other poor, rural Salvadorans, participants had limited access to schooling and literacy.
Research Design
Employing ethnographic, participatory methods, the original study (2001-02) examined how adult literacy education fostered or hindered women and men's empowerment. The 2007 follow-up study utilized eight interviews and one focus group with 12 of 17 learners (8 women, 4 men) who had attended literacy classes in one of the villages.
Findings/Results
Participants identified four facets of educación. First, speech included knowing how to express oneself; converse in a friendly, respectful manner; and use socially appropriate language. Second, educated persons were perceived to display respeto (respect) in language and conduct, especially toward elders and parents. Third, manners and comportment encompassed such practices as attending to guests and demonstrating good behavior (e.g., child obedience). Finally, participants believed that educated persons treat and interact with others in a kind, pleasant, friendly manner. Participants posited multiple pathways to becoming educado (educated, well-mannered), namely, parental instruction and modeling, teacher instruction and schooling, instruction by their former adult literacy teacher or researcher, social interaction, and individual effort. Paradoxically, participants viewed educación as simultaneously learned and innate. Lastly, learners believed that educación did not depend on schooling and literacy, yet these could cultivate educación by increasing one's exposure to, and understanding of, written messages and teachers’ oral instruction concerning respectful, appropriate conduct.
Conclusions/Recommendations
With its emphasis on communicative competence, respect, and proper relatedness, Salvadoran participants’ cultural model of education closely resembles that of other Latino groups. By foregrounding the relational and moral dimensions of education and human development, this model shapes the perceived purposes and desired outcomes of schooling and adult education, the symbolic meanings attached to education, expectations of educators, and the insights learners derive from educational activities.
... Childrearing values and socialization goals. Empirical and theoretical literature describing beliefs, values and socialization goals regarding child behavior among Latino parents has demonstrated the presence of common values and parenting beliefs among Puerto Rican (Gonzalez-Ramos, Zayas, & Cohen,1998;Harwood, Handwerker, Schoelmerich, & Leyendecker, 2001;Harwood, Leyendecker, Carlson, Asencio, & Miller;Harwood & Miller, 1991), Mexican (Delgado & Ford, 1998), Cuban (Szapocznik, Scopetta, de los Angeles, & Kurtines, 1978), and Central American (Leyendecker, Harwood, Lamb, & Schoelmerich, 2002) parents. In any discussion pertaining to Latino families, it is essential to keep in mind that Latinos are a heterogeneous population, with large variations in country of origin and in traditions, values and beliefs. ...
... Although the applied clinical literature has long acknowledged the importance of understanding the perceptions parents hold regarding their children (e.g., Clark, Paulson, & Conlin, 1993;Cramer & Stern, 1988;Lieberman & Pawl, 1993;Lorber, O'Leary, & Kendziora, 2003;Schechter et al., 2006;Stern, 1995), empirical research on this topic has been relatively limited. To date, research pertaining to parental perceptions has been scattered across various research domains (e.g., developmental psychology, child psychology, pediatric psychology) and has largely focused on parental perception of the parent-child attachment relationship (e.g., Zeanah et al., 1997), as well as parental perception of child temperament (e.g., Pauli-Pott, Mertesacker, & Bade, 2003), child behavior problems (e.g., Reid, Kavanagh, & Baldwin, 1987), and child development (e.g., Delgado & Ford, 1998). In recent years, however, the relatively small research area of parental perception of child vulnerability has been gaining interest and importance. ...
... For instance, low-income Mexican American families highlight social skills as much as kinesthetic or cognitive ability, and these social skills are important to successful functioning in their own culture. Therefore, family and local culture should be considered before introducing parenting strategies characteristic of the dominant culture (Delgado & Ford, 1998). ...
Medical research on "adverse childhood experiences" (ACEs) reveals a compelling relationship between the extent of childhood adversity, adult health risk behaviors, and principal causes of death in the United States. This article provides a selective review of the ACE Study and related social science research to describe how effective social work practice that prevents ACEs and mobilizes resilience and recovery from childhood adversity could support the achievement of national health policy goals. This article applies a biopsychosocial perspective, with an emphasis on mind-body coping processes to demonstrate that social work responses to adverse childhood experiences may contribute to improvement in overall health. Consistent with this framework, the article sets forth prevention and intervention response strategies with individuals, families, communities, and the larger society. Economic research on human capital development is reviewed that suggests significant cost savings may result from effective implementation of these strategies.
... However, these within-group differences were relatively small when compared to differences across cultures. In this case, studies of child-rearing values among Latino parents have found that across socioeconomic strata Latinos place relatively greater importance on qualities such as respectfulness and obedience than do Euro-American parents (Arcia & Johnson, 1998;Azmitia & Brown, in press;Delgado & Ford, 1998;Fuligni, Tseng, & Lam, 1999;Gonzalez-Ramos, Zayas, & Cohen, 1998;Phinney, Ong, & Madden, 2000), in particular where rst-generation families are concerned (Delgado-Gaitan;1993;Okagaki & Sternberg, 1993). Thus, a preference for obedience and conformity can be considered a broad cultural value of Latino populations rather than an indicator of a working class orientation, and might not be a good indicator for the life parents anticipate for their children, especially when explicitly or implicitly compared to the parental beliefs of Euro-Americans. ...
Long-term socialisation goals and evaluations of infant behaviour in a variety of everyday contexts were studied among 45 mothers who had immigrated from Central America to the United States, and 41 mothers from European American backgrounds. In accord with expectations based on broad cultural constructs, mothers from Central America emphasised long-term socialisation goals related to Proper Demeanour. In addition, when describing and evaluating everyday situations, they were likely to attribute the desirability or undesirability of these situations to the child’s own appropriate and cooperative behaviour, and were likely to highlight mutual enjoyment when describing preferred play situations. In contrast, Euro-American mothers emphasised long-term socialisation goals related to Self-Maximisation, and when describing undesirable everyday situations, stressed the role of external factors not under the child’s control, presumably to preserve the child’s self-esteem. However, it was also found that the Central American mothers endorse selected aspects of individualism related to promoting their children’s economic and personal potential in the United States. These findings point not only to the multidimensional nature of individualism, but also to the heterogeneity of beliefs among Latino populations. The importance of studying within-group variation with regard to the individualism/sociocentrism construct is highlighted.
... The lower self-efficacy of some Latino/a parents, especially as it relates to involvement at school, may be related to parents' limited familiarity with English and schools' lack of resources for Spanish-speaking parents (Carreón, Drake, & Barton, 2005). Research on Latino/a parents also suggests that first generation parents perceive obedience and respect for authority figures, including teachers, to be desirable qualities for their children (Arcia & Johnson, 1998; Delgado & Ford, 1998) and important for academic success (Okagaki & Sternberg, 1993). ...
Not available Educational Psychology
This study investigated the influence of sociocontextual factors on maternal caregiving behaviors in 27 Mexican American families with both a mother and father and a toddler. Observations of family and dyadic tasks or interactional scenarios in laboratory settings were used to assess the coparenting relationship and the mothers’ sensitivity, intrusiveness, and disengagement with their children. Mothers also completed demographic and acculturation questionnaires. Results showed that the mothers’ generation level significantly predicted sensitivity. Findings further revealed that coparental competition was significant in predicting intrusiveness in the mothers’ caregiving. Results show how culture, family, and characteristics of mothers collaborate to predict the mothers’ caregiving behaviors.
The present research works explore the constructs contributing to the values of education in the Indian educational framework and make an effort to understand its perception among the stakeholders. We have made a scientific effort to explore various dimensions of value education constructs from available literature and shaped those constructs on the perceptual mapping framework that have created its positions on the graphic dimension of the frame. It explains how the value education contributes to shaping the mindset and personality amongst the students. We have developed a value education index on the identified constructs that shows the relative weights on each identified construct. The constructs identified as family cohesion, parent conflicts, parents expatiation, teachers' role, school administration, mass media and internet, social orientation, community structure, religious education, and public institution. Value education contributes to shaping the positive thought process among the students in their adolescent age it carries out lifelong. The mental growths of the students grasp both the positive and negative aspects of the thought along with the growing age. The thought once acquired in personality the perception develops as per thought process and the individual carries lifelong irrespective of social norms, culture or symbols. The value education sideline most of the ill-thought and inherit socially accepted norms and the stakeholder's practices boldly irrespective of other greed, wrong and unsocial behaviors thus perform productive column at the workplace, in family and finally in the society. Value education shares all-around development mental, moral, spiritual, and behavioral. Since formal education is an instrument for social, economic, and cultural adaptability hence there is an intense need of instilling value education parallel to formal education. In the same way, professional education instills skills and techniques; there seems a requirement of value education frame which can be an unified model. Formal education and professional education undoubtedly contributes to earning a livelihood but value education directs how fairly earn the livelihood and develop thought process how to contribute to the society and the nation at large. Society is also suffering from a number of ill-treatment to adolescents, girl child, old aged persons, least concerns to family members, corruption in personal and professional life, accumulation of wealth unfairly, fraudulent activities, criminal mindset, molestation to women, etc. and hence the need of instilling the values and ethics in the brains of the college-going students felt by the responsible citizens and the researchers in the domain of education. The value education undoubtedly as we presume, shall contribute in establishing our aged-old tradition viz. the state of unity, civic efficiency, aesthetic sensibility, peace and harmony, and building the impressive character. The hurdle to achieving the goal of education is the degradation of values in the current social scenario. The social values and ethics are degrading, human behavior changing as per the situation, preferences of individuals acquire certain definiteness, intensity, and stability, and these become the criteria for judgment, choice, action, and ground for decision making in day to day life. Personal interest aggregates over public interest, which had been observed through corruptions the collapse of national economies institutions and corporate. Highly educated/ professionally educated individuals find out loopholes in the set norms and do undesired activities just to have the satisfaction of having the wealth and the power of wealth. It is seen in the context of the absence of such human values as honesty, integrity, and a sense of justice that strike shattering blows, even at hardcore professional business organizations. The inculcation of values (human and ethical) in school going children are more effective and long-lasting as compare to that university going students and adults. These individuals show transparency in their personal and professional dealings if they develop and practice values at the initial stage. Hence value-based education for
Neighborhoods constitute a microsystem theorized to be of great importance for immigrant families, with the potential to support and facilitate families’ transitions to life in the United States. Yet, few studies examine immigrants’ perceptions of their neighborhoods and the extent to which different aspects of these neighborhoods, such as safety or social cohesion, may shape the ways in which immigrant families interact with other microsystems in which they are embedded. This chapter uses longitudinal, ethnographic data to explore the ways in which neighborhoods matter for the child care choices of low-income immigrant mothers. In considering the mesosystem linkages between neighborhoods and child care, several themes emerge: Mothers discussed concerns about crime and safety, availability of neighborhood resources, as well as access to support from friends and family, and the meaning of living in co-ethnic compared with predominantly European American or more diverse communities. The bioecological model is used throughout this chapter to guide our understanding of the experiences of immigrant families with young children in the United States.
This research explains about local agreement and how the relationship with stimulation of Development for early Children. This research results show woman/mother in the Sabu tribe always bring the Children and involved them on simple working. There ari 8 steps on weave which have a relation with stimulation of Children Development like spin cotton into yarn, ta war’ru wang’gu, ta mane, ta tali wangg’gu, ta hab’bu, introduction of evaporation concept with Sun and windu, ta hap’pu, dan ke’jeri. Abstrak studi ini menjelaskan tentang kesepakatan loal dan bagaimana hubungannya dengan stimulasi perkembangan anak usia dini. hasil penelitian menunjukkan bahwa perempuan/ ibu suku Sabu selalu membawa anaknya dan melibatkan mereka dalam pekerjaan sederhana. ada delapan tahap dalam menenun yang memiliki hubungan dengan stimulasi perkembangan anak, yaitu proses memintal kapas menjadi benang, ta war'ru wang'gu, ta mane, ta ali wangg'gu, ta hab'bu, pengenalan konsep penguapan dengan matahari dan angin ta hap'pu dan ke'jeri
Prosocial behaviors are acts intended to benefit others, and include helping, cooperation, volunteering, and civic engagement. Prosocial behaviors are valued in most, if not all societies, and their various forms are linked to numerous measures of health and well-being, such as lower aggressive tendencies, more positive associations with peers and parents, higher self-esteem and subjective well-being, and fewer risky behaviors. Volunteerism and civic engagement are linked to improved social skills, declines in truancy and teen pregnancy, and in promoting healthy behaviors and physical health. For these reasons, researchers have been increasingly interested in understanding the social, contextual, and cultural factors underlying this group of behaviors and their development in children and adolescents.
This study explored parental beliefs surrounding prosocial behaviors and the parenting practices that promote them. A total of 47 mothers of young adolescents participated in one of the seven focus groups, three of which were conducted in Spanish with first-generation Mexican-American immigrants, two were conducted in English among second generation (US-born) Mexican Americans, and two were conducted with European Americans. Responses were coded using elements of the grounded theory approach, and results indicate patterns of shared and unique beliefs about prosocial behaviors in ways that reflect the sociocultural context and acculturative experiences of the respondents. Findings suggest that beliefs about prosocial behaviors and parenting are culturally-structured and dynamic—changing to reflect the experiences and developmental landscape of parents and children.
Parents' socialization goals are important for cultural transmission across generations, but whether such goals vary by ethnic and socioeconomic backgrounds and change over children's first years of life remains unexamined. In Study 1, African‐American, Dominican immigrant, and Mexican immigrant mothers (N = 300) reported on the qualities deemed as desirable or undesirable when children were aged 1 month, 14 months, and 2 years. Mothers spontaneously referred to a common set of qualities, including achievement, self‐maximization, proper demeanor, and connectedness. Most mothers emphasized achievement (desirable qualities) and disapproved of improper demeanor (undesirable qualities). Desirable qualities varied by age and socioeconomic factors more than did undesirable qualities. Mothers (N = 185) were followed up in Study 2 when children were aged three years, and ranked 21 qualities using a Q‐sort instrument. Ethnic differences were revealed at this more specific level, with Latina mothers being more similar in their rankings than African‐American mothers.
Mothers' spontaneous teaching of their 4-year-olds was observed during block play in 230 dyads from low-income African American, Mexican, Dominican, and Chinese backgrounds. Blocks contained graphics that could be used to teach concepts in literacy, math, construction, or body/color. Coders noted how often mothers taught each of the concepts, and whether they taught at basic (“This is an ‘A’”) or advanced (“C-a-t spells cat”) levels. Additionally, mothers' negative and positive affect and feedback were coded. Ethnic differences were seen in the concepts that mothers taught, the levels of their teaching, and the amount and valence of mothers' feedback and affect towards their children. Within immigrant families, English-language use was positively associated with amount of teaching, engagement in advanced teaching, and feedback to children. The sociodemographic characteristics of families shape parents' structuring of learning opportunities for children and in turn influence children's developing skills and school readiness.
This article explores the influence of contextual factors on the developmental outcomes of Mexican American children. The contextual structure of child development is conceptualized as a complex system of environments, including the socio-demographic, social service, academic, and parental home environments. Based on an extensive review of the current theoretical and empirical literature, we find that the disadvantaged social position of Mexican American children has detrimental implications for all other aspects of their environment, thus hindering their development. In addition, although Mexican American parents are highly competent in providing a nurturing and culturally-rich environment, there is a often a discontinuity between the home environment and both the academic and the social service environments.
The aim of this article was to explore the everyday activities of young children from low-income Central American (CA) immigrant families. From the perspective that everyday activities propel children's development of culturally and contextually valued behaviours and skills, 48 mothers were interviewed regarding the activities that are available to their children. Activities common to all children included personal care, mealtimes, play, and television watching. Large subsets of children were also involved in pre-academics, household chores, and conversations with adults. Special weekend activities included ‘going out’, visiting friends/family, and religious activity. The possible implications of these activities for CA preschoolers' development and for their transitions from the home to the school setting are discussed. The article concludes with suggestions for ways that educators can embed these everyday activities into classroom curricula and parent involvement programmes in order to capitalise on the strengths of CA children and their families.
This exploratory investigation assessed the utility of generalizability analyses for investigating race of coder and race of family member (‘target’) as contributors to bias in observer ratings of family interaction processes. Thirty behavioral scales were rated on three occasions during an initial 5-week (100-hour) training period. African-American and European-American coders observed videotaped interactions occurring in one African-American and one European-American parent–child dyad. For each scale, levels of rater bias and rater agreement were examined over time. Although most scales showed decreasing levels of bias with training (as expected), some did not. For scales showing a main effect for coder race, European-American coders rated targets more favorably than did African-American coders. For scales susceptible to coder race by target race interactions, coders tended to favor otherrace rather than same-race targets. Suggestions for applying the generalizability approach in future family interaction research are presented.
This study compared dimensions of independence and interdependence in parents’ beliefs about daily child‐rearing practices across four ethnic groups. Two questionnaires were completed by 310 parents of preschool‐age children, and three belief constructs were identified. Conformity was least valued by European Americans. Autonomy was equally valued by European Americans and African Americans, and less by Asian Americans. There were no group differences in the importance of prosocial. Parental education was negatively associated with conformity except among Asian Americans, for whom education and conformity were positively associated. This study provides further evidence that differentiating the broad cultural orientations of independence and interdependence provides more accurate and sensitive cultural models of parenting. This study’s findings may enhance the cultural competence of educators and community workers who interact with children and parents of diverse ethnic groups.
The author focuses on ways in which the standpoint of low-income parents might be recognized and respected in the public schools. In order to counteract the prevailing state of affairs in which low-income parents are not as welcome nor as privileged in the schools as middle-class parents. There is much that can be done to include low-income parents in school partnerships and to increase the value that teachers and administrators place on such an enterprise. Educational consultants are in a particularly pivotal position to influence such change. Prescriptions for change, relevant to work with administrators, teachers, and parents, are presented as general guides. The recommended strategies are (a) replace stereotypes about low-income parents with recognition of their strengths, (b) help parents deal with obstacles to school participation, (c) expand parental roles in the school, (d) expand opportunities for informal communication, and (e) encourage leadership by those in power.
The purpose of this qualitative study was to examine the ways in which Hispanic (of Mexican descent) mothers and fathers viewed the role of fathers in families. To elicit these views, seven focus group discussions were conducted with 28 spouses/relationship partners. Content analysis of the interview transcripts identified seven dimensions of the fathering role: (a) instrumental providers, (b) disciplinarians, (c) role models, (d) teachers, (e) participants, (f) playmates, and (g) emotional supporters. These findings are discussed in the context of Hispanic cultural mores and past research on fathers.
This longitudinal study examined whether the risk and positive factors contributing to the delinquent behaviors and internalizing
problems of 454 Latino adolescents varied across maternal linguistic acculturation and adolescent gender. Although the level
of cumulative risk to which the 10-to-14-year old adolescents were exposed did not vary by maternal linguistic acculturation,
the factors contributing to their subsequent adjustment 16 months later varied substantially. Multiple regression analyses
showed that for boys, maternal monitoring offset cumulative risk effects in the high acculturation group, but was unrelated
to adjustment in the low acculturation group. Social competence served a protective function for boys in the high acculturation
group, but was detrimental for boys in the low acculturation group and mother-son relationship quality directly predicted
more subsequent delinquent behaviors among boys in the low acculturation group. Maternal monitoring was the only positive
factor contributing to girls’ adjustment, directly predicting fewer delinquent behaviors for all girls.
Mutual gaze has been shown to be a valuable channel of nonverbal communication. To examine mutual gaze between parents and
children, 43 European American (EA) and 57 Mexican American (MA) families were coded on the occurrence of talking and gaze
during a brief discussion. MA families showed lower levels of father-to-child gaze, mother-to-son gaze, and child-to-father
gaze than EA families. MA families also showed less father–child mutual gaze, as well as less mother–child gaze for sons than
EA families. Child gaze aversion was more common in European American families. Levels of gaze, father–child mutual gaze,
and child gaze aversion all were positively correlated with acculturation. The importance of research exploring possible differences
in function and meaning of gaze across cultural groups is emphasized.
This study investigated the values held by Anglo-American and Mexican-American mothers of children with physical disabilities. The study also examined whether these values affected the mothers' satisfaction with their children's habilitative services.
Sixty mothers of Anglo-American or Mexican-American background from low- and middle-income groups participated. Each mother ranked 12 value traits, which represented various aspects of her child's development, and completed 15 statements regarding her satisfaction with the habilitative services provided to her child.
Mothers in the middle-income Anglo-American group were found to place greater emphasis on morality and less emphasis on health and neatness/cleanliness than mothers in the other three groups. Mothers in the middle-income Anglo-American group were also more confident about the future of their children and their own ability to help their children.
These findings can be interpreted using the contact hypothesis theory, in which middle-income Anglo-Americans represent the "in-group." The author suggests physical therapists need to be aware and sensitive to differences among patients' families, especially as they relate to socioeconomic class and ethnicity.
Compared child-rearing practices of 29 White, 30 Black, and 31 Mexican-American families with a 5-yr-old Head Start child. Results indicate that the techniques used to socialize children among the 3 cultural groups were similar; only their desired ends differed. Mexican-American parents were most consistent in their use of reward and punishment methods.
We describe Mexican immigrant mothers' values for their children and their understanding of how children acquire those values. Fifteen mothers were given a Q-Sort task of parental values and interviewed at length using a semi-structured format. Analysis of the mothers' transcribed narratives revealed salient features of a cultural model of child development that constrasts sharply with current professional models. The emergent portrait of children was one of inactive learners whose ability to understand dictated social behavior, developed very slowly over the years, and was dependent on parental direction and instruction.
This study compares the parental knowledge of the behavioral capabilities of young children in a sample of low-income Hispanic, black, and Anglo parents. A modified.version of the Child Development Questionnaire (CDQ) is used to elicit parental notions regarding knowledge of developmental milestones. Results of analysis of variance between the various groups indicates that foreign-born Hispanics perceive young children's behavioral capabilities as developing at a later chronological age than do the other groups. The responses of U.S. born Hispanics appear to be similar to blacks and Anglos. The theoretical model of parental goals as put forth by Le Vine is used to help explain the findings. Implications for social service delivery are also discussed.
Research on parents' ideas has been described as flourishing but relatively atheoretical, and as in need of closer attention to possible methods. To help meet these problems, this review draws together research by developmentalists on parents' ideas about parenting and development, and research in social psychology on attitudes, schemas, and social categorization. The review notes first the presence of a common topic-"social cognition"-and some common features to the history of research by developmental and social psychologists on that topic. It proceeds to outline developmental and social approaches to common issues: the likelihood of change vs. perseverance in ideas; the sources of ideas (constructions from individual experience vs. cultural scripts); links between ideas and actions; links between ideas and feelings; and the impact of one generation's ideas upon the development of the next. For each of these issues, the aim is to demonstrate how models and methods in social psychology can be used to benefit research on parents' ideas. For research on parents, the general argument is that the critical steps in any analysis of ideas and their interactions with actions, feelings, or outcomes are the explicit statement and development of hypotheses and the search for promising methods to accompany them. For developmental psychology in general, the review is offered as an example of the benefits to drawing from fields such as social psychology, and as a filtered introduction to some relevant but often unfamiliar material.
Differences in the complexity of parental reasoning about child development along a dimension ranging from categorical to perspectivistic were examined in a group of Mexican-American and of Anglo-American mothers of comparable SES. A within-culture comparison was provided by subdividing mothers of Mexican descent into 3 groups varying in acculturation. More acculturated Mexican-American mothers were more perspectivistic than less acculturated mothers in higher SES groups. No differences were found between lower SES acculturation groups. A between-culture comparison between the highly acculturated Mexican-American and the Anglo-American groups of mothers at the same SES level showed that the former used more complex developmental explanations than the latter. These results emphasize the importance and usefulness of examining within-culture diversity in developmental research.
A selective literature review covering the period of 1980 until early 1990 suggests certain changes within the knowledge base about Hispanic families in the continental United States. While the long-standing interest in cultural patterning of gender roles and family process continues, a "social adaptation" approach is evident in the demographic and migration research literature. The focus of this approach is on formative effects of environment on family structure, and the role played by family networks in facilitating international immigration and socioeconomic incorporation. The research of the 1980s also underscores gender role flexibility, which has accompanied the movement of women into the labor force, as well as effects of acculturation in multigenerational Hispanic populations. Despite an increase in empirical research, there remains much conjecture about family socialization patterns and differences in attitudes and values across cultures. The available evidence favors an interpretation that Hispanic families are increasingly vulnerable to marital disruption, but that familism—defined as either face-to-face interaction or supporting behaviors—remains a more typical feature of Hispanic families than of non-Hispanic white families. It is also evident that different Hispanic ethnic groups have had dissimilar experiences in family viability, and comparative research is needed to clarify contributory factors.
The present study examined the disciplinary practices and attitudes toward child maltreatment in a sample of foreign-and native-born Mexican-American mothers. Responses to five hypothetical situations involving child misconduct were used to measure disciplinary practices, and responses to three vignettes involving violence against children were used to measure attitudes toward child maltreatment. Between-group differences showed that foreign-born mothers were more likely than native-born mothers to use the disciplinary practices of spanking and verbal reasoning. However, within-group analyses showed that for both groups of mothers prohibiting their child firom watching TVor playing with afriend was preferred over spanking as a disciplinary practice. There were only minor differences between both groups of mothers in their attitudes toward child maltreatment. In addition, spanking and attitudes toward child maltreatment were positively correlated for foreign-born mothers. Results were discussed in terms of the impact of acculturation, and suggestions for future research were offered.
Complexity of parental reasoning about child development was studied in mothers who varied in ethnic background and biculturalism. Middle-class mothers from Mexican-American and Anglo-American backgrounds were compared on their level of concepts of development on a scale from categorical to perspectivistic reasoning. Categorical mothers interpreted child development as being caused by single constitutional or environmental factors. Perspectivistic mothers interpreted development as the result of the dynamic interplay between constitution and environment over time and accepted that the same developmental outcome could have multiple determinants. In a comparison among moderately acculturated Mexican-Americans, highly acculturated Mexican Americans, and Anglo Americans, the highly acculturated Mexican-American group scored as more perspectivistic than the other two groups, despite the fact that the Anglo-Americans were the most acculturated. When the 2 Mexican-American groups were subdivided into monocultural (Mexican or American) and bicultural subgroups and compared with the Anglo-American group, the bicultural subgroup of the highly acculturated Mexican-American mothers was the most perspectivistic. These results suggest a complex picture of diversity in Mexican-American mothers who retain values and beliefs from their own culture, as well as taking on values and beliefs of the American culture. Maternal intelligence and adherence to traditional cultural values were not found to correlate significantly with level of developmental reasoning.
Contrasts the naturalistic research paradigm with the scientific model, noting that the naturalistic paradigm assumes multiple reality, subject-object interrelatedness, and contextuality. Skills required for the pursuit of naturalistic inquiry are described. (JEG)
Parents' beliefs about children's cognitive development are of interest both as a form of adult social cognition and for their possible effects on parents' behavior and children's development. This article divides beliefs into 2 general categories: beliefs about developmental processes and beliefs about specific abilities. After an initial presentation of methods and descriptive data for each category, the discussion is organized in terms of 3 issues: origins of parents' beliefs, relations between beliefs and parental behavior, and relations between beliefs and children's cognitive development. The evidence indicates that parents do hold beliefs of various sorts and that these beliefs often relate in predicted ways to hypothesized determinants, to parental child-rearing practices, and to children's development. On the negative side, predicted relations are not always found, they are generally small in magnitude, and their causal basis is often not clear. 4 suggested directions for future research are discussed.
Best practices in service delivery to families of children who are disabled or at risk for disabilities have moved toward a much more family focused or family centered approach.
As professors in personnel preparation programs, directors of early intervention programs and projects, consultants, and active members of the early intervention community, we often have been asked questions regarding the provision of services to families from a range of cultural backgrounds. . . . A number of excellent handbooks have helped us learn, as has participation in specific cross-cultural experiences and training programs—but no single source combined a strong conceptual framework with the specific information that we felt we and our students needed to know. This book is designed to combine those features. It is based upon literature that describes best practices in early intervention, the literature on intercultural effectiveness, and information and insights from contributing authors who are bicultural and often bilingual.
This book is organized into three sections. Part I provides the reader with an introduction to issues surrounding working with families from diverse cultural, ethnic, and language groups.
Part II, the core of the book, introduces the reader to a number of the major cultural and ethnic groups that make up the population of the United States. Each group is described in terms of its history, values, and beliefs, with particular emphasis on issues related to the family, childrearing, and disability.
The final section of this book, Part III, synthesizes the information presented in Parts I and II and provides recommendations for interventionists working in service delivery systems.
The book is designed to be of use to the range of professionals providing educational, health care, and social services (e.g., educators, nurses, speech and language specialists, audiologists, occupational and physical therapists, physicians, social workers, psychologists) to families who have young children who are disabled or at risk for disabilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Dr. Beth Harry explores the quadruple disadvantage faced by parents from low-income, cultural minority backgrounds whose children have been designated "handicapped," and who do not speak the language of the school their children attend. Her sensitive, in-depth ethnographic portrait of 12 Puerto Rican American families serves to illustrate how the present structure of the special education system disempowers parents, excluding them from the decision-making processes that initially categorize their children as "handicapped," and can eventually place them at a permanent educational disadvantage. The author's insight into the immense challenge faced by schools—"the education system simply has not been geared to understand, respect, and address the needs of such tremendous heterogeneity"—as well as her perception of the resulting "striking pattern of cross-cultural dissonance" applies not only to Spanish-speaking families but to all culturally different families who must negotiate their way within the special education system.
This should be required reading for graduate students of special education, multicultural education, bilingual education, and the sociology of education. It will appeal to all parents and advocates of minority children in special education classes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes the childrearing attitudes and behaviors of Black parents living in a lower working-class neighborhood. Interview data (modifications of the Parental Attitude Research Scale and the Cornell Parent Behavior Inventory) from 160 Black mothers and fathers were compared with similar data from 152 Chicano and 143 Anglo parents living in the same neighborhood. Black parents were typified as expecting early autonomy, not allowing wasted time, being both highly supportive and controlling, valuing strictness, and encouraging equalitarian family roles. The Black parents differed from the Anglo and/or the Chicano parents on several dimensions of childrearing. Few differences by sex of parent or sex of child were found. (48 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Immigrant parents from Cambodia, Mexico, the Philippines, and Vietnam and native-born Anglo-American and Mexican-American parents responded to questions about child rearing, what teachers of first and second graders should teach their children, and what characterizes an intelligent child. Immigrant parents rated conforming to external standards as being more important to develop in their children than developing autonomous behaviors. In contrast, American-born parents favored developing autonomy over conformity. Parents from all groups except Anglo-Americans indicated that noncognitive characteristics (i.e., motivation, social skills, and practical school skills) were as important as or more important than cognitive characteristics (i.e., problem-solving skills, verbal ability, creative ability) were to their conceptions of an intelligent first-grade child. Parental beliefs about conformity were correlated with measures of kindergarten (5- and 6-year-olds) and first- (6- and 7-year-olds) and second-grader (7- and 8-year-olds) children's school performance (i.e., teacher ratings of children's classroom performance; Comprehensive Test of Basic Skills reading, math, and language scores; and Sternberg Triarchic Abilities Test scores).
Traditional, authoritarian and progressive, democratic beliefs about child rearing and education, and self-directing and conforming values for children were contrasted in parents of 126 children entering kindergarten. Eighty-three parents were socioeconomically disadvantaged; their children were at risk for mild mental retardation and school failure and had taken part in an experimental study of early childhood educational intervention. Forty-three subjects were parents of randomly selected kindergarten peers from the local population. Mothers of at-risk children with preschool intervention scored lower on traditional beliefs; such beliefs by parents were negatively correlated with child achievement in reading. Parents of children at risk differed from local population parents in both beliefs and values.
Recently there has been concern over the need for developmental research within ethnic minority populations and interest in family processes within, and variability across, ethnic groups. Unfortunately, most of the research using standard scales of family processes has sampled middle-class Anglo-Americans, and the potential absence of cross-ethnic measurement equivalence threatens the validity of the research using these scales with ethnic minority populations. This study reports confirmatory factor analyses and construct validity coefficients for several parenting and family interaction scales among Anglo-American and Hispanic 8-14-year-old children and mothers. The findings indicate that the Children's Report of Parental Behavior Inventory (except the hostile control subscale), the Parent-Adolescent Communication Scale (open communication subscale only), and the Family Adaptability and Cohesion Evaluation Scales II appear to have sufficient cross-ethnic equivalence for English-speaking Hispanic samples. Further, the Family Routines Inventory and the problem communication subscale could benefit from additional scale development.
Pathways: Constructivist research on development and learning. Paper presented at the annual meeting of the American Research Association
- G Cannella
Culture and attachment: Perceptions of the child in context
- R L Harwood
- J G Miller
- N L Irizarry
- R. L. Harwood
The cross-ethnic equivalence of parenting and Anglo-American families
- G P Knight
- J Y Tein
- R Shell
- M Roosa
- G. P. Knight
Census of population and housing
- U.S. Bureau of the Census