Socioeconomic status and parenting in ethnic minority families: Testing a minority family stress model.

2013 ◽  
Vol 27 (6) ◽  
pp. 896-904 ◽  
Author(s):  
Rosanneke A. G. Emmen ◽  
Maike Malda ◽  
Judi Mesman ◽  
Marinus H. van IJzendoorn ◽  
Mariëlle J. L. Prevoo ◽  
...  
2001 ◽  
Vol 32 (4) ◽  
pp. 461-463 ◽  
Author(s):  
Bernhard Nauck ◽  
Barbara H. Settles

2012 ◽  
Vol 47 (4) ◽  
pp. 801-834 ◽  
Author(s):  
Ellen S. Amatea ◽  
Blaire Cholewa ◽  
Kacy A. Mixon

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.


2019 ◽  
pp. 257-280
Author(s):  
Melvin N. Wilson ◽  
L. Michelle Piña ◽  
Raymond W. Chan ◽  
Desiree D. Soberanis

2010 ◽  
Vol 107 (3) ◽  
pp. 740-748 ◽  
Author(s):  
Jerf W. K. Yeung ◽  
Yuk-Chung Chan

Consonant with the family stress model, in this study family economic disadvantage, concomitant with cumulative family stressors, concurrently contributed to poor family functioning of 504 Chinese families in an impoverished neighborhood in Hong Kong, in which the later factor appeared to be more pronounced. Implications were briefly discussed.


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