scholarly journals Assessing Multicultural Parenting Values and Practices in Prevention Programs for Latino Youth

2018 ◽  
Vol 13 (3) ◽  
pp. 61-75
Author(s):  
Ghaffar Ali Hurtado ◽  
Julie M. Fife ◽  
Maria V. Svetaz ◽  
Michele L. Allen
Keyword(s):  
Cultural Influences ◽  
Latino Youth ◽  
Immigrant Parents ◽  
Latino Identity ◽  
Healthy Development ◽  
Normative Development ◽  
Parent Relationships ◽  
Cultural Grounding ◽  
Latino Immigrant Parents ◽  
Parenting Values

As communities become increasingly diverse, it is important to consider how cultural navigation interacts with adolescent development. We examined immigrant parenting values and practices to promote healthy development when developing Padres Informados/Jóvenes Preparados (Padres). Three focus groups were conducted with Latino immigrant parents (n = 27). Parents strove to foster a strong Latino identity to protect their children from detrimental preconceived notions about Latinos in the broader American culture. They conveyed a Latino identity by speaking Spanish and teaching the values of respect and familism. Parents expressed tremendous stress in parenting while navigating difficult policies, socioeconomic conditions, and unfamiliar systems. They actively sought practices to protect their children. Parents also held misconceptions about cultural influences and normative development. These findings provided cultural grounding for Padres, which demonstrated success in improving youth–parent relationships. Family-focused programs serving Latino youth need to consider strengthening cultural identity to improve youth–parent relationships and promote optimal development.

Is All Classroom Conduct Equal? Teacher Contact with Parents of Racial/Ethnic Minority and Immigrant Adolescents

2016 ◽  
Vol 118 (11) ◽  
pp. 1-36
Author(s):  
Hua-Yu Cherng
Keyword(s):  
Teacher Perceptions ◽  
Representative Sample ◽  
Student Behavior ◽  
Diversity Training ◽  
Latino Youth ◽  
Secondary Data ◽  
Immigrant Parents ◽  
Third Generation ◽  
Nationally Representative ◽  
Racial Ethnic

Background/Context Parental involvement is a key ingredient in the educational success of students and an integral component of involvement is teacher-parent communication. One body of research finds that minority immigrant parents face barriers in interacting with schools, and communicate less with schools than native-born White parents. However, we know little of how schools reach out to parents. Purpose In this study, I use a nationally representative sample of high schoolers to examine patterns of teachers communicating with parents. Population/Participants/Subjects I utilize a nationally representative sample of U.S. high school sophomores, the Education Longitudinal Study of 2002 (ELS:2002). Research Design This study employs quantitative analyses of secondary data, including two-sample tests for proportions, logistic regression, and predicted percentages. Findings/Results Even after considering measures of student behavior and other factors, I find that mathematics teachers are more likely to contact parents of third-generation Black and Latino youth about disruptive behavior than parents of third-generation White youth. Mathematics and English teachers are less likely to contact immigrant Asian parents about academic and behavioral concerns, even when students are struggling. Teachers are also less likely to contact minority parents with news of accomplishments. Conclusions/Recommendations The findings of this study point to the important role that race and nativity play in shaping teacher communication with parents. Education policy should be cognizant that racial/ethnic and immigrant disparities exist in teacher-parent contact, and encourage more training in teacher preparation programs and professional development coursework for teachers and school administrators. Moreover, existing programs and interventions on multicultural / diversity training should be evaluated for their impact on teacher perceptions and behavior.

An Oral Health Education Program for Latino Immigrant Parents

2005 ◽  
Vol 21 (5) ◽  
pp. 266-271 ◽  
Author(s):  
Ruth M. Brown ◽  
Daryl Canham ◽  
Virginia Young Cureton
Keyword(s):  
Oral Health ◽  
Health Education ◽  
Health Knowledge ◽  
Pediatric Population ◽  
Oral Disease ◽  
Immigrant Parents ◽  
Major Health Problem ◽  
Oral Health Education ◽  
Latino Immigrant ◽  
Latino Immigrant Parents

A high prevalence of dental caries in the pediatric population is a major health problem. At highest risk are low-income minority groups, including refugee and immigrant populations. Consequences of oral disease include pain, difficulty eating and speaking, poor school performance, and poor self-esteem. Parent involvement in oral health education is crucial. This program provided oral health education for Latino immigrant parents in a northern California school district. A pretest–posttest was administered to measure changes in oral health knowledge and reported oral health behaviors following two sessions of oral health education. This program provides a framework for school nurses who are in an ideal position to implement similar programs that address the oral health needs of the pediatric population, particularly those of the Latino immigrant community.

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