Social Class and Parenting in Mexican American Families

2020 ◽  
pp. 073112142096484
Author(s):  
David Rangel ◽  
Megan N. Shoji
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Cultural Values ◽  
Race And Ethnicity ◽  
Mexican Americans ◽  
Parenting Practices ◽  
Mexican American ◽  
Class Differences ◽  
Mexican American Families ◽  
Depth Interviews

Parenting practices are a key mechanism in the transmission of class advantage from adults to children; however, Latinxs have not been a main focus of this work. Drawing on in-depth interviews with 17 middle-class and working-class and poor Mexican American parents, we explore social class patterns in childrearing practices and beliefs. Rather than stark-class differences found in previous work, we observed substantial similarities across social class lines. Our findings suggest that (1) Social mobility experienced by middle-class parents complicate class-based parenting beliefs. (2) Variation in parenting approaches in the same household mitigates class distinctions. (3) Mexican Americans’ shared contextual experiences and cultural values minimize social class differences in childrearing. These findings reshape the literature on class differences in parenting and show how social class and race and ethnicity impact childrearing beliefs and practices that are better illuminated when studied as a process.

scholarly journals Time and money explain social class differences in students’ social integration at university.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Social Integration ◽  
Social Exclusion ◽  
Undergraduate Students ◽  
Social Activities ◽  
Class Differences ◽  
Working Class Students ◽  
Exclusion Effect

Working-class students tend to be less socially integrated at university than middle-class students (Rubin, 2012a). The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments. These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration. These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a USA university (N = 416). Strategies for increasing working-class students’ social integration at university are discussed.

scholarly journals Screen-Related Parenting Practices in Low-Income Mexican American Families

2018 ◽  
Vol 18 (7) ◽  
pp. 820-827 ◽  
Author(s):  
Darcy A. Thompson ◽  
Sarah J. Schmiege ◽  
Susan L. Johnson ◽  
Elizabeth A. Vandewater ◽  
Richard E. Boles ◽  
...  
Keyword(s):  
Low Income ◽  
Parenting Practices ◽  
Mexican American ◽  
Mexican American Families ◽  
American Families

scholarly journals Class, caring and disability: evidence from the British Retirement Survey

2002 ◽  
Vol 22 (3) ◽  
pp. 325-342 ◽  
Author(s):  
KAREN GLASER ◽  
EMILY GRUNDY
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Later Life ◽  
Family Obligations ◽  
Class Differences ◽  
National Statistics ◽  
The United Kingdom ◽  
Resident Care ◽  
Middle Generation ◽  
Provision Of Care

There has been an increasing interest in the caring responsibilities of middle generation individuals as numerous studies have noted the continuing family obligations of people in later life. Employing data from the United Kingdom Office of National Statistics Retirement Survey of 1988/89, we examined social class differentials in the provision of care by 55–69 year olds. Our results show few social class differences in the provision of co-resident care to a parent (among those aged 55–69 in 1988/89 with at least one living parent), but significant social class differences in the provision of care to a spouse. Working class individuals were more likely to be caring for a spouse than their middle class counterparts because of the higher prevalence of disability among this group.

Couples' Cultural Values, Shared Parenting, and Family Emotional Climate Within Mexican American Families

2012 ◽  
Vol 51 (2) ◽  
pp. 218-233 ◽  
Author(s):  
Marcela Sotomayor-Peterson ◽  
Aurelio J. Figueredo ◽  
Donna H. Christensen ◽  
Angela R. Taylor
Keyword(s):  
Cultural Values ◽  
Mexican American ◽  
Emotional Climate ◽  
Mexican American Families ◽  
Shared Parenting ◽  
American Families

Adolescent Interactions With Gangs, Family, and Neighborhoods

2001 ◽  
Vol 22 (2) ◽  
pp. 211-242 ◽  
Author(s):  
WENDY REIBOLDT
Keyword(s):  
Family Member ◽  
Mexican American ◽  
Family Dynamics ◽  
Urban Neighborhoods ◽  
Adolescent Males ◽  
Mexican American Families ◽  
Gang Activity ◽  
Depth Interviews ◽  
Insight Into ◽  
American Families

This qualitative article explores the experiences of two Mexican American families. Both families live in impoverished urban neighborhoods where violence and gang activity are common. Both families have adolescent sons, with varying degrees of interactions with gangs. In-depth interviews with the two adolescent males, enhanced with other family member interviews, are central to this investigation. The purpose of this article is to explore themes and expand on issues surrounding these two adolescents and their families. Specific issues to be uncovered include neighborhood and family dynamics and the adolescents' relationships and interactions with peers and gangs. More specifically, this article will provide insight into the lives of two contrasting adolescents who are embedded in these poor urban neighborhoods. Their stories elucidate the degree to which households and families are connected, or disconnected, with their surrounding neighborhood, community, and gang presence.

scholarly journals Age differences explain social class differences in students’ friendship at university: Implications for transition and retention.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Undergraduate Students ◽  
Age Differences ◽  
Online Survey ◽  
Policy Implications ◽  
Class Differences ◽  
Working Class Students ◽  
Social Class Difference

The present research tested the hypotheses that (a) working-class students have fewer friends at university than middle-class students, and (b) this social class difference occurs because working-class students tend to be older than middle-class students. A sample of 376 first-year undergraduate students from an Australian university completed an online survey that contained measures of social class and age as well as quality and quantity of actual and desired friendship at university. Consistent with predictions, age differences significantly mediated social class differences in friendship. The Discussion focuses on potential policy implications for improving working-class students’ friendships at university in order to improve their transition and retention.

Outlaw Citizenship

2018 ◽  
pp. 29-62
Author(s):  
Alberto Varon
Keyword(s):  
Cultural Values ◽  
Mexican Americans ◽  
Mexican American ◽  
Nineteenth And Twentieth Centuries ◽  
The Relationship ◽  
The U.S

This chapter analyses perhaps the most prevalent figure associated with Mexican American manhood, the bandit. This chapter argues that, in contrast to most understandings of the bandit as an anti-U.S. criminal, Mexican American bandits developed cultural values that allowed Mexican Americans to incorporate into the U.S. nation. This chapter proposes the bandit as a figure that “cleaves” Mexican Americans to citizenship, playing on the contradictory meanings of the term cleave to both sever and adhere. Cleaving then becomes a way of conceptualizing the relationship between Mexican American manhood and citizenship throughout the nineteenth and twentieth centuries.

Afro-Cuban Encounters at the Intersections of Blackness and Latinidad

2019 ◽  
pp. 158-192
Author(s):  
Monika Gosin
Keyword(s):  
African Americans ◽  
Los Angeles ◽  
Race And Ethnicity ◽  
Mexican Americans ◽  
Black Identity ◽  
Community Belonging ◽  
The Cost ◽  
Cuban Immigrants ◽  
Depth Interviews ◽  
Insight Into

Chapter 5 illuminates how Afro-Cubans present a challenge to the exclusionary racializing frames discussed in the previous chapters, and to African American-Latino divisions more broadly. Focusing on in-depth interviews with post-1980 Afro-Cuban immigrants, the chapter forefronts their voices in the Miami scenario, and extends the intellectual conversation beyond it. Analyzing Afro-Cuban stories about their experiences navigating identity and community belonging among white Cubans and African Americans in Miami, and African Americans and Mexican Americans in Los Angeles, the chapter demonstrates how they strategically undermine fixed notions of race and ethnicity and create spaces for coalition. The chapter argues that listening closely to these Afro-Cuban voices allows greater insight into how people situated “in-between” confront dominant racial frames. Furthermore, their negotiations of race help resist “color-blind” celebrations of multiplicity as they also make visible the cost of being raced by challenging the stigma attached to black identity.

Age/Grade and Social-Class Differences in Descriptions and Inquiries about Games

1988 ◽  
Vol 62 (1) ◽  
pp. 247-255
Author(s):  
Denise M. Worth
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Cognitive Performance ◽  
Social Classes ◽  
Eighth Grade ◽  
Socioeconomic Differences ◽  
Class Differences ◽  
Performance Differences ◽  
Grade 8

This study explored cognitive performance differences between disadvantaged and middle-class boys on descriptive and inquiry tasks relating to everyday games. Fourth and eighth grade boys from both social classes were asked to describe the game they played most, then to learn a new game using yes-or-no questioning. The interviews were content-analyzed by category of game information and rated for effectiveness of description and inquiry. Grade 8 boys covered a wider array of categories for a description or inquiry of a given length. They were also more likely to explore the object of the game on all tasks. Grade 4 boys more frequently seemed at a loss in generating questions on the inquiry task. Socioeconomic differences were present, favoring middle-class boys, but they were smaller and less consistent than age/grade differences, and somewhat greater at Grade 4. While most Grade 8 boys were able to pursue an inquiry, more middle-class boys seemed involved in the task in a positive and motivated way. Complexity of grade and social-class differences in cognitive performance and the need for further research were discussed.

Occurrence of Sex and Social Class Differences in Premorbid Competence, Symptom and Outcome Measures in Acute Schizophrenics

1966 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Allen Raskin ◽  
Risa Golob
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Outcome Measures ◽  
Recreational Activities ◽  
Female Patients ◽  
Class Differences ◽  
Social Achievement ◽  
Negative Findings

An investigation was made of the occurrence of sex and social class differences in 15 premorbid competence, 14 symptom and two outcome measures. The sample comprised 138 newly admitted schizophrenics from nine hospitals. Middle-class patients evinced greater pre-adolescent psychic disturbance, greater premorbid interest and involvement in interpersonal, social and recreational activities, and were more emotionally unrestrained on admission than working-class patients. Female patients were older, more often married, higher on premorbid social achievement, and lower on symptoms characterizing grandiosity. The implications of these essentially negative findings for the process-reactive distinction in schizophrenia, and Zigler and Phillips' reported relationship between premorbid competence and symptoms, are discussed.

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