African American Parents Research Articles

Parenting despite discrimination: Does racial identity matter?

Previous research suggests that parents' characteristics and race-related experiences shape the racial socialization messages they give their children. Parents' beliefs about race may also relate to how they interpret and respond to race-related stressors. The current study drew on the Sociohistorical Integrative Model for the Study of Stress in Black Families to examine the moderating roles of gender and racial identity subscales (i.e., racial centrality, private regard, and public regard) on the relations between race-related stressors (i.e., personal, vicarious, and anticipated racial discrimination) and racial socialization. Path analyses were conducted in Mplus 8.2 using online survey data from a national sample of 567 African American parents of adolescents. There were seven significant three-way interactions. Racial centrality and gender moderated the relations between both personal and vicarious racial discrimination and each racial socialization message. Private regard and gender moderated the relations between personal racial discrimination and preparation for bias and between vicarious racial discrimination and cultural socialization. Public regard and parent gender moderated the relation between personal racial discrimination and cultural socialization. The findings highlighted that parents' experiences of personal, vicarious, and anticipated racial discrimination have different relations with their racial socialization messages. In addition, they highlighted that racial identity and parent gender are related to the type of racial socialization messages African American parents who are exposed to race-related stressors give their children. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

PARENTAL ADHD AND THEIR OFFSPRING FROM THE PERINATAL PERIOD TO EARLY CHILDHOOD

ADHD is a common neurodevelopmental disorder that has been increasingly recognized as persisting into adulthood. ADHD has high heritability, and parental behaviors influence child ADHD symptoms and impairment. In fact, parent behavior training is the primary treatment modality for preschool-aged children with ADHD. Thus, examining offspring at familial risk for ADHD from infancy to preschool and the impact of parental ADHD on early parenting could elucidate potential intervention targets to decrease the prevalence of ADHD and/or reduce impairment for children born to parents with ADHD. Allison Baker, MD, will present the trajectory of ADHD symptoms across pregnancy. Heather Marie Joseph, DO, will describe findings regarding predictors of parental distress across the first year of parenthood for parents with ADHD and their co-parents. Mai Uchida, MD, will report on ADHD symptoms among preschool-aged offspring of parents with ADHD. Joyce Lui, PhD, will review thematic analyses from stakeholder meetings regarding identification and treatment of African American families, both parents and children, with ADHD in pediatric primary care. Pregnant women with ADHD had a significant increase in symptom scores across pregnancy, regardless of medication (p = 0.027), and women returning to work postpartum had an increase in total functional impairment score (p = 0.043). A cohort of mother-father-infant triads found that families with parent ADHD experienced greater parental distress (p < 0.05). Both parent sleep (p < 0.01) and infant temperament, surgency (p = 0.03) and effortful control (p < 0.01), were associated with parental distress. Among a sample of preschool-aged children, those born to parents with ADHD had significantly higher rates of attention problems compared to the children of control parents (OR = 2.37, p = 0.04). Stakeholders identified 6 themes of importance when approaching African American families in pediatric primary care settings regarding screening for parent ADHD and treatment of both the parent and child. The impact of parent ADHD on early parenting and offspring development has been underrecognized. These presentations provide new insights into potential intervention targets to reduce the familial transmissions of ADHD as well as early markers of risk for developing childhood ADHD.

Neighborhood-level predictors of African American and Latinx parents' ethnic-racial socialization.

Few studies examine how neighborhood structural factors (e.g., socioeconomic status [SES] and diversity) and perceived disorder may influence the messages parents communicate to their youth about race/ethnicity. Guided by the integrative model and social disorganization theory, this study examines how parents' ethnic-racial socialization messages (ERS) are shaped by the broader environment. Data come from the MacArthur Studies of Diversity in Midlife. Latinx and African American parents N = 508 (Mage = 39) with a child between 6- and 17-years old living in two urban US cities were included. Cultural perceptions were assessed at both the individual level (e.g., perceived discrimination and ethnic affirmation) and neighborhood level along with demographic and structural neighborhood characteristics at the individual and neighborhood level, respectively. Multilevel analyses revealed that at both the individual level and neighborhood levels, perceived neighborhood problems were associated with more frequent messages about ethnicity and race (e.g., cultural socialization and preparation for bias). In addition, neighborhood-level affirmation promoted cultural messages; in contrast, neighborhood-level discrimination experiences positively impacted preparation for unfair treatment. Results reveal how parents' ERS is informed by their own characteristics as well as neighborhood factors. Further, cross-level interactions were found. Findings are discussed in terms of contextual and cultural-developmental theorizing about parenting.

Associations among African American Parents’ Beliefs, Involvement, and Measures of School Readiness

Associations among African American Parents’ Beliefs, Involvement, and Measures of School Readiness

Urban, Low-Income, African American Well-Child Care: Comparison of Parent and Healthcare Provider Experiences and Expectations

Urban, low-income, African American children and parents report lower quality primary care and face negative social determinants of health. High-quality well-child care is critical for this population. The purpose of this qualitative study was to compare and contrast parent and health care provider experiences of well-child care for urban, low-income, African American families to better understand the complex factors involved in care quality and health outcomes. Two data sets were analyzed using conventional content analysis, parent focus group data, and provider interviews. After analysis, results were sorted into similar categories, and convergence coding was completed to identify areas of agreement, partial agreement, dissonance, and silence. Thirty-five parents took part in four focus groups, and nine providers were interviewed. Following convergence coding, five categories and 31 subcategories were identified. The five categories included: social determinants of health, sources of advice and support, challenges with the healthcare system, parent-provider relationships, and anticipatory guidance topics. Triangulation demonstrated convergence between parents and providers understanding of the concepts and functions of well-child care, however the prominence and meaning varied within each category and sub-category. The variance in agreement, areas of silence, and dissonance shed light on why the population reports lower overall quality primary care.

Engaging African American parents: insights from a cultural arts after school program

Purpose Literature indicates African American parents can feel real or perceived discrimination that strains their interactions with teachers, resulting in them feeling alienated from their children’s school. Design/methodology/approach This is an exploratory case study of two African American parents, who although guarded in their relationships with teachers, exposed their vulnerabilities to Project ESTEEM faculty as they requested support in resolving behavioral and academic challenges with their children. It is an exploratory case study in that the field notes were taken prior to defining the research question, positioning it as research that sets the stage for a future more comprehensive study. The researchers, as participant observers recorded field notes of events and interactions that occurred. The research question was, “What were the factors that influenced the relationships between the Project ESTEEM faculty and African American Parents? The subquestions were “What were the distinctions of alienation that challenged the parents’ relationships in the schools? and "How were the factors that challenged the parents’ relationships with teachers mitigated in Project ESTEEM faculty’s relationships with the parents?” A constant comparative method was used beginning with open coding, followed by identifying patterns, themes and subthemes reflecting the specific needs of the parents in relationship to the overall theme. Findings The stories highlight sociocultural contexts influencing the alienation of some African American parents in their children’s education through an analysis of the relationships fostered with Project ESTEEM faculty. Research limitations/implications This case study reports the experiences of two parents from one community and school, participating in a specialized program. Originality/value The significance resides in the representation of alternate viewpoints in understanding the alienation experiences of African American parents from schools.

African American Parents’ Perceived Vaccine Efficacy Moderates the Effect of Message Framing on Psychological Reactance to HPV Vaccine Advocacy

This experiment assessed how the frame of promotional vaccine messages elicited psychological reactance differently for African American parents according to their level of perceived vaccine efficacy. We found that those with low perceived HPV vaccine efficacy experienced more psychological reactance in response to loss-framed messages compared to gain-framed messages, whereas message framing made little difference for those with high perceived HPV vaccine efficacy. In addition, the interaction between frame and perceived HPV vaccine efficacy indirectly affected parents’ intentions to vaccinate their child for HPV via reactance. These results support current theorizing about framing effects under defensive message processing specifically as it applies to psychological reactance.

Forms and frequency of vicarious racial discrimination and African American parents’ health

BackgroundAfrican Americans often witness or learn about others’ racial discrimination experiences (i.e., vicarious racial discrimination). Vicarious racial discrimination may contribute to adverse physical and psychological health outcomes for African Americans. We examined relations between four types of vicarious racial discrimination and depressive symptoms and self-rated health among African American parents. MethodsPath analyses were conducted to examine the linkage between each type of vicarious racial discrimination and both depressive symptoms and self-rated health. Chi-square difference tests were conducted to determine if the four forms of vicarious racial discrimination significantly differed in their relations to both depressive symptoms and self-rated health. ResultsWitnessing or learning about their children's racial discrimination experiences was significantly related to higher parental depressive symptoms. Witnessing or learning about a racial discrimination experience of a stranger through the news or social media was significantly related to lower self-rated health. ConclusionsThe findings highlight the importance of examining the health implications of vicarious racial discrimination. Different types of vicarious racial discrimination experiences matter concerning depressive symptoms and self-rated health.

Giving Voice to Aspirations: Engaging African American Parents With Children With Disabilities

African American children and youth are disproportionately represented in special education, school suspensions, expulsion, and the school-to-prison pipeline. Research indicates that increasing the engagement of African American parents in their child’s education is an indicator of academic success for African American students. This article discusses ways that schools and educators can engage African American parents with children with disabilities in school through a parent aspirational meeting that builds on the aspirations African American parents have for their children while in school and beyond the boundaries of school.

8-OR: Depression and Diabetes Distress in African American and Latino Parents of Children with Type 1 Diabetes (T1D)

Introduction: Parents of young children experience high levels of depression and diabetes distress immediately post-diagnosis. However, there is a limited understanding of these factors later in the disease course, especially among parents from racial/ethnic minority groups who face management difficulties and persistent T1D health disparities (i.e., higher HA1c). This study described parental depressive symptoms, diabetes distress and adherence among African American and Latino parents of children with T1D duration &amp;gt; 1 year. Methods: African American (n = 39) and Latino (n = 26) parents of children age 5-10 years (M 9.0 ± 1.7 yrs; M HA1c = 9.0 ± 1.9; M T1D duration = 3.7±2.2 yrs) were enrolled in a behavioral intervention trial. At baseline they reported on demographics, treatment adherence (Diabetes Self-Management Questionnaire, DSMQ), diabetes distress (Problem Areas in Diabetes Revised for parents, PAID-PR), and depressive symptoms (Center for Epidemiological Studies-Depression, CES-D). HA1c was extracted from the medical record. Results: Over one-quarter (27%) of African American (M CES-D = 13.6 ± 9.5) and 42% of Latino (M CES-D = 14.1 ± 8.8) parents reported moderate/severe depressive symptoms. Nearly half (49%) of African American (M PAID-PR = 56.7 ± 19.7) and 38% of Latino (M PAID-PR = 50.2 ± 17.8) parents reported diabetes distress above a clinical cutoff. Both African American and Latino parents reported high levels of adherence (M DSMQ = 25.9 ± 4.7 and 26.7 ± 4.3, respectively, out of 35). Conclusions: Substantial proportions of African American and Latino parents of school-aged children who have been managing T1D for at least 1 year experience serious mood concerns, both diabetes-specific and general. High levels of T1D adherence indicate resilience in the face of such challenges. Supporting parental psychosocial functioning should be a high priority for diabetes care providers, especially among minority families who may be experiencing elevated challenges. Disclosure S. A. Carreon: None. J. N. Jones: None. A. Reyes garcia: None. K. S. Peters: None. K. K. Christopher: None. M. E. Hilliard: None. A. Butler: None. Funding National Institutes of Health (1DP3DK113236)

Measurement and Identification of Parenting Behaviors Associated with Social-Emotional Outcomes in Children: The Racial and Cultural Appropriateness of a Commonly Used Parenting Measure.

The objective of this study was to examine parenting styles (observed parent-child interactions via the Two-Bag Task) associated with young children's socioemotional outcomes, comparing children from Mexican-American and African American families with children from their White counterparts. The Early Childhood Longitudinal Study Birth Cohort data were used to examine 6 global parenting styles with socioemotional outcomes at 48 months of age while controlling for both time-independent and time-depending sociodemographic, maternal mental health, and child characteristics. Data were stratified by race and ethnicity, and weighted longitudinal linear regressions models were estimated using STATA/Xtmixed. The 6 global parenting scores from the Two-Bag Task measures differed across White, African American, and Mexican-American groups of parents. White parents on average scored higher on parenting styles related to sensitivity, positive regard, and cognitive stimulation, whereas Mexican-American and African American parents scored lower. These parenting styles were associated with both approach to learning and social competence outcomes among White children but were nearly nonexistent for Mexican-American and African American children when adjusting for covariates. Our results highlight the need to critically evaluate measures of parenting behaviors used in research studies with racially and ethnically diverse families. Examining the comprehensive psychometric properties and cultural appropriateness of parenting measures for diverse families is important to optimally support child development for non-White children. Furthermore, a critical lens is important to mitigate the perpetuation of inaccurate research findings for Mexican-American and African American children.

Human Papillomavirus Vaccine Acceptability and Campaign Message Preferences Among African American Parents: a Qualitative Study.

Human papillomavirus (HPV) vaccination can prevent numerous cancers, yet uptake remains low for adolescents. Given disproportionate burden of cancers among African Americans, it is important to identify factors that influence HPV vaccination decisions among African American parents, specifically the role and preferences of vaccine campaign messages. The objectives of this study were to (1) identify the predictors of parents’ decisions to get their children vaccinated against HPV, (2) assess parents’ evaluation of current HPV vaccination campaign messages, and (3) uncover message strategies or themes parents consider to be effective and motivating to vaccinate their children against HPV. Focus groups were conducted with African American mothers and fathers (n = 18) in person. Several themes emerged regarding HPV vaccine acceptability including the desire to be informed, the unfamiliarity of vaccination, and mistrust toward government, pharmaceutical companies, and healthcare providers. Parental review of existing campaign messages highlighted the importance of clarifying risks and benefits of vaccination, including cancer prevention, and the preference for straightforward language. When brainstorming strategies to craft effective messages, parents highlighted need for the inclusion of diverse groups across race, gender, and age. Additionally, parents recommended clear language on side effects, eligibility, and additional resources for further information. Our findings highlight concerns and potential strategies to promote HPV vaccination tailored to African American parents and their children. Targeted interventions to increase vaccination need to consider the importance of building trust and representation in health promotional materials. Considerations for how messages were shared were also discussed such as physical locations, word of mouth, and social media.

Listening to the "HITS:" Screening for IPV in African American Co-Parents of Young Children.

Relationships among African American (AA) parents living apart can be contentious. A common assumption is that men are the perpetrators and women are the victims of violence. Research examining the symmetry of intimate partner violence (IPV) has not focused enough on AA parents who are co-parenting their young children while living apart. The purpose of this study is to explore reports of IPV among non-cohabiting AA co-parents of 2-6-year-old children enrolled in the Dedicated African American Dad Study (DAADS). Our objectives for this study are to characterize the nature of intimate partner relationships among non-co-residing co-parents by exploring the association between the quality of relationship and co-parenting fathers' and mothers' Hurt, Insult, Threaten, and Scream (HITS) scores. The HITS is a domestic violence screening tool for use in the community. As part of the screening protocol for study inclusion, we administered the HITS to father-mother dyads. Fathers were ineligible for participation if either parent reported HITS cut-off scores >10 and identified safety concerns for themselves when interacting with their co-parent. Among DAAD study parenting dyads, we noted symmetry in reports of IPV (i.e., both parents reported elevated HITS scores). The most frequently elevated HITS items were "insult or talk down to" and "scream or curse" indicating the preponderance of verbal conflict among parents in the study. The nature of IPV among co-parents in this study is predominantly verbal. In light of the potential for reciprocity in IPV, interventions for families in this context should focus on communication and problem solving to support fathers and mothers and minimize child harm.

African American Parents With Children With Disabilities: Gathering Home–School Reflections

African American families are multidimensional entities that change over time. This is particularly true when there is a child with a disability in the family. The communication and interaction of the family and parents with the teachers and school in which their child receives special education services are of crucial importance. The goal for all is a relationship based on equity and parity, but research indicates that often this is not the case for African American parents who have a child with a disability. Based on a review of the literature focused on African American parents with a child with a disability and their sense of alienation from their child’s school, a questionnaire is presented in which parents reflect on the barriers in five categories identified in the literature (e.g., personal concerns, work concerns, lack of interest, logistical concerns, teacher/parent relationships) that may impede the development of a professional partnership with the individuals who provide special education services to their child. The questionnaire is presented and suggestions for its usage are provided.

Sink or Swim: Virtual Life Challenges among African American Families during COVID-19 Lockdown.

This study explores African American parents’ experiences with using technology to engage their children in meaningful activities (e.g., e-learning) during COVID-19 and its impact on family health. Eleven African American families were recruited through a local health department program from a rural Midwestern community to participate in semi-structured interviews. Majority of participants reported stresses from feelings of “sink or swim” in a digital world, without supports from schools to effectively provide for their children’s technology needs. The COVID-19 pandemic underscored the importance of family-school collaborative engagement and empowerment. Digital technology needs to become part of our school education system so that technology use among African Americans is elevated and families protected against future outbreaks. Further research with a more diverse African American sample is needed.

FACES: An Advocacy Intervention for African American Parents of Children With Autism.

Children with autism and their families often face challenges accessing early intervention and related services. African American children face additional challenges due to disparities in diagnoses and access to services. These disparities present a great need for parent advocacy to combat culturally insensitive service delivery and strained parent-professional partnerships. In this sequential mixed methods study, we piloted a 6-week parent-training intervention (FACES) among African American parents of children with autism and evaluated participants' empowerment, advocacy, and partnerships pre- and postintervention. Results indicated that parents' advocacy, sense of empowerment, and community support were strengthened, following the FACES program. Participants also described the FACES intervention as socially valid. Implications for research and practice are discussed.

Effect of a church-based intervention on abstinence communication among African-American caregiver–child dyads: the role of gender of caregiver and child

Parent-child sexual-health communication is critical. Religious involvement is important in many African-American families, but can be a barrier to sexual-health communication. We tested a theory-based, culturally tailored intervention to increase sexual-abstinence communication among church-attending African-American parent-child dyads. In a randomized controlled trial, 613 parent-child dyads were randomly assigned to one of three 3-session interventions: (i) faith-based abstinence-only; (ii) non-faith-based abstinence-only; or (iii) attention-matched health-promotion control. Data were collected pre- and post-intervention, and 3-, 6-, 12- and 18-months post-intervention. Generalized-estimating-equations Poisson-regression models revealed no differences in communication by intervention arm. However, three-way condition � sex-of-child � sex-of-parent interactions on children's reports of parent-child communication about puberty [IRR=0.065, 95% CI: (0.010, 0.414)], menstruation or wet dreams [IRR=0.103, 95% CI: (0.013, 0.825)] and dating [IRR=0.102, 95% CI: (0.016, 0.668)] indicated that the non-faith-based abstinence intervention's effect on increasing communication was greater with daughters than with sons, when the parent was the father. This study highlights the importance of considering parent and child gender in the efficacy of parent-child interventions and the need to tailor interventions to increase fathers' comfort with communication.

Urban, Low-Income, African American Parents' Experiences and Expectations of Well-Child Care

PurposeWell-child care is the foundation of pediatric health promotion and disease prevention. Primary care quality is lower for low-income and African American children compared to white children, and social determinants have an increasingly acknowledged impact on child health. Ensuring that high-quality well-child care fulfills its potential to mitigate the negative effects of social determinants on African American children is imperative. This study provides an understanding of urban, low-income, African American well-child care experiences and expectations. Design and methodsA qualitative, focus group method was used. A purposive, volunteer sample of low-income, African American parents with children birth to age five was recruited from St. Louis and Milwaukee. Focus groups were held in convenient, community sites. Data was audio-digitally recorded. Transcribed data were coded and analyzed through inductive content analysis. ResultsThirty-five caregivers, 86% females, participated in four focus groups. Categories (and sub-categories) identified include: Community factors (We want better schools, It's getting more rough where I live); Sources of parenting advice (Google it, Call your parent, Older remedies); System challenges (Cost, Frequent new faces, Politics); Challenges with providers (Couldn't help me, Missed something important, Treated differently, Are you really listening?); Anticipatory guidance (Breastfeeding, Discipline, Vaccines, Development); and What parents desire (Know them, trust). ConclusionsThis study reveals the contexts that give rise to health care disparities and provides insight into parent's healthcare behaviors. Practice implicationsResults offer providers guidance in providing well-child care for this population to improve pediatric care quality and child health.

Continuing Social Constraints in Education Agency: The School Choices and Experiences of Middle- Class African American Families in Albany, NY

This paper explores the experiences of middle-class African American parents who have enrolled their children in a central-city public school district and the factors that inform and contribute to their school enrollment decisions. Data come from nineteen in-depth interviews with middle-class African American parents in Albany, New York. The paper uses the conceptual framework of empowerment and agency to explore and analyze the findings. Findings suggest that middle-class African American parents possess some measure of empowerment based on their human capital and positive childhood experiences in public schools. The latter denotes the salience of emotions in intergenerational education transmission. Parents’ empowerment, however, does not fully extend to agency. Most parents’ school choices have been structured and narrowed by racial segregation in residence and by the real and perceived racial exclusion in private school settings. Therefore, even for highly-educated, middle-income African Americans, anxieties over racial exclusion act as a strong social constraint on parents’ community and school choices.

Review: Stirrings: How Activist New Yorkers Ignited a Movement for Food Justice, by Lana Dee Povitz

Review: Stirrings: How Activist New Yorkers Ignited a Movement for Food Justice, by Lana Dee Povitz