Low-income African American Parents Research Articles

Lessons from the Research Field on Partnership in Pediatric Primary Care with Urban, Low-Income African American Parents

Qualitative data collection offers a unique opportunity to partner with research participants. Lessons learned through the process of data collection with urban, low-income, African American parents are reflective of the research findings themselves. Carefully designed research studies can remove barriers and empower participants, broadening the reach and results. Recruitment within communities develops trust, and focus groups offer a more empowering method for interviewing marginalized populations. Parents desire to have solid partnerships with their children’s health-care providers so that with their providers’ guidance, their children can flourish. The process of implementing the research itself, and not just the results, reveals strategies for improving partnership between parents and health-care providers.

The Impact of Religion on Family Functioning in Low-Income African American Families With Adolescents

The current study explores the association between religion and family functioning. Specifically, this study examined whether two aspects of religion, social religious support (from clergy and members of the congregation) and support from God (or spirituality), were related to frequency of household routines and parenting strategies as reported by both parents and adolescents, as well as adolescent problem behaviors. The sample consisted of 115 low-income African American mother-adolescent (age 14-18 years) dyads. Families were recruited as part of a larger study on the lives of low-income African American families with adolescents. Results indicated that higher levels of social religious support and spirituality were associated with increased levels of family routine as reported by caregivers. These results highlight the important roles relationships with God and other church members may play in supporting the lives of low-income African American parents and their children.

The Role of Stigma in Parental Help-Seeking for Perceived Child Behavior Problems in Urban, Low-Income African American Parents.

Significant numbers of children have diagnosable mental health problems, but only a small proportion of them receive appropriate services. Stigma has been associated with help-seeking for adult mental health problems and for Caucasian parents. The current study aims to understand factors, including stigma, associated with African American parents' help-seeking behavior related to perceived child behavior problems. Participants were a community sample of African American parents and/or legal guardians of children ages 3-8years recruited from an urban primary care setting (N=101). Variables included child behavior, stigma (self, friends/family, and public), object of stigma (parent or child), obstacles for engagement, intention to attend parenting classes, and demographics. Self-stigma was the strongest predictor of help-seeking among African American parents. The impact of self-stigma on parents' ratings of the likelihood of attending parenting classes increased when parents considered a situation in which their child's behavior was concerning to them. Findings support the need to consider parent stigma in the design of care models to ensure that children receive needed preventative and treatment services for behavioral/mental health problems in African American families.

EVERYDAY POLITICS OF SCHOOL CHOICE IN THE BLACK COMMUNITY

AbstractSchool choice is promoted as one strategy to improve educational outcomes for African Americans. Key themes in Black school choice politics are empowerment, control, and agency. Using qualitative interviews with seventy-seven poor and working-class Black parents in Chicago, this article asks: How well do the themes of empowerment, agency, and control characterize the experiences of low-income African American parents tasked with putting their children in schools? Also, what kind of political positions emerge from parents’ everyday experiences given the ubiquitous language of school choice? I find that in their own recounting parents focused on finding a quality school while experiencing numerous barriers to accessing such schools; parents expressed experiential knowledge of being chosen, rather than choosing; and parents highlighted the opacity, uncertainty, and burden of choice, even when they participated in it quite heartily. I argue that their stories convey limited and weak empowerment, limited individual agency, and no control. Their perspectives conjure policy frameworks and political ideologies that require a discussion of entitlements and provision, rather than choice.

Evaluation of the factor structure of the obstacles to engagement scale with low-income african american parents.

Objective: Parenting anticipatory guidance is one way to promote optimal child health and development and minimize disparities between children from lower socio-economic status families and their higher income peers. However, low rates of attendance at and completion of parenting programs has been demonstrated. Understanding barriers to participation has important implications. The Obstacles to Engagement Scale (OES) has been used in some populations but it has not been evaluated for use with low-income African American samples. The aim of the current study is to evaluate the factor structure of the OES with a sample of low-income, African American parents.Method: Parents or legal guardians with children aged 3–8 years completed a survey in the waiting room of a primary care pediatric academic practice in an urban location in the southern United States of America (N = 114). Almost 87% had <12th grade education and 93% of the children received Medicaid services. The OES was one measure from a larger study and only participants with complete data on the OES were included in the exploratory factor analysis (EFA).Results: The EFA did not support the previous 4-factor solution (intervention demands, personal or family stressors or obstacles, relevance of or trust in intervention, and time and scheduling demands. Instead, a 3-factor statistical solution emerged but not all items held together conceptually.Conclusion: The current study supports the necessity for evaluating study instruments for use with specific populations. Larger samples are needed to disentangle the effects of educational and poverty status from race and ethnicity and to develop and validate instruments that are appropriate for the study population.

I Want Him Locked Up

An impressive array of literature acknowledges the role of family members, friends, neighbors, and community institutions as rich resources of social capital which poor African American parents utilize in the collective socialization of their children. How parents access, mobilize, and deploy family and community-based social capital in resource-deprived communities for the social benefit of their children has been well documented. Yet, little is known about the challenges poor parents face raising troubled youth, particularly African American boys, when they are unable to generate social capital within their social network of family members, friends, neighbors, and community institutions to assist with raising their children. How do low-income African American parents raise troubled youth in disadvantaged communities when there are few resources of social support to draw upon? What strategies do parents use when they have exhausted and depleted their social capital? Drawing on three years of ethnographic field observations and multiple in-depth interviews with parents of pre-delinquent African American boys, this article examines how African American parents living in an impoverished African American community in New York City rely on the juvenile justice system, particularly juvenile confinement, as a parenting strategy. The findings suggest the need for alternatives to juvenile confinement and additional social support resources that can assist parents with parenting troubled youth.

Mapping Low-Income African American Parents’ Roles in Their Children's Education in a Changing Political Economy

BackgroundMuch discussion and debate has surrounded the role that low-income minority parents can play in their children's education. Research focusing on parents’ roles has stressed parents’ sense of self-efficacy, cultural background, socio-economic factors, and the context of school to explain not only what motivates parents to become involved in their children's education, but also how, why, and in whose interests. However, few researchers have examined parents’ roles in the context of race and a changing political economy or the less visible roles that parents’ play in fostering their children's intellectual and emotional growth.PurposeThis research examined the roles parents constructed for themselves in their children's education and the assets they brought to bear to support their children at home, at school, and in the community. This study also focused on the extent to which their roles changed over time through interacting with their children, other parents, and educators in parent involvement workshops.Participants11 parents participated in the study. Of these 11 parents, 7 were females and 4 were males. Their average age was 36. Three had completed high school, two had passed their GED equivalency exams, and two had completed college. One parent was Caucasian, one Latino, and nine were African American.Research DesignQualitative methods were used to examine parents’ legacies of schooling, the ways parents were involved in their children's education, and the challenges parents faced in their efforts to support their children. All data from interviews and focus groups were transcribed and analyzed to address the central questions motivating the study. Identifying categories of parent roles was an evolving and iterative process based on grounded theory and guided by prior research.FindingsFindings revealed that parents supported their children's emotional well-being at a time when their children were perhaps most vulnerable. They worked patiently with their children when instruction in school outpaced their children's levels of understanding, when teachers did not provide clear instructions for completing homework assignments, and when parents needed to find programs well suited to their children's education.Conclusion/RecommendationsListening to parents’ voices helps us see the extent to which what matters most to families is often not visible to educators. Parents did not limit their involvement to supporting their children's performance on standardized test scores, but adopted a broad conception of education. Therefore, it is important that educators understand more fully who parents are, what parents are already doing to support their children, and develop models of parent involvement that are reciprocal and collaborative.

Socioeconomic and Institutional Factors that Facilitate and Prevent Low-Income African American Parents' Involvement in a Children's Savings Program

National and international reports have established the legitimate use of child savings accounts (CSAs) as asset-building vehicles for youths. However, many U.S. programs report difficulty in recruiting parents for CSA programs and note the failure of some parents to take full advantage of the financial match available when they do participate. This article reports some of the findings from a mixed-method study that examines a group of African American parents' involvement with a U.S. child savings account program known as Saving for Education, Entrepreneurship, and Downpayment (SEED). The elements that parents perceive to be critical to a CSA program are identified and those elements are then examined as they relate to the SEED program. Analyses revealed six themes where elements that parents identified as important were also elements that were frequently demonstrated in the SEED program. However, the study uncovered serious challenges encountered by the SEED staff and lessons learned in the process. Findings present information that may help increase African American-American parent involvement in CSAs and other asset-building programs.

A Quantitative and Qualitative Approach to Understanding Fruit and Vegetable Availability in Low-Income African-American Families with Children Enrolled in an Urban Head Start Program

Background Prior studies have shown low-income African Americans have low intakes of fruits and vegetables, which correlate, in part, to area of residence. To address the dietary problem, behavior-change interventions are most effective when they are theoretically based and compatible with cultural/behavioral characteristics of a given population. Objective To use the Transtheoretical Model of Behavior Change to determine whether low-income African Americans were in proportionately different stages of change for increasing fruits and vegetables to their young children and identify differences in decision making, self-efficacy, and use of cognitive and behavioral strategies related to fruit and vegetable availability. Design The two-phase, descriptive study utilized a mixed methodology consisting of a fruit and vegetable survey and focus groups. Subjects/setting Convenience sample of low-income African-American parents with children enrolled in an urban area Head Start program. Statistical analyses performed χ 2 test was calculated to examine the distribution of parents into stages of change for increasing fruit and vegetable availability. Analysis of variance was used to test differences in fruit and vegetable availability to children and parents' decision making, self-efficacy, and use of cognitive and behavioral strategies. Content analysis of focus group transcripts was used to triangulate quantitative findings and further explore meanings of survey responses. Results Of 94 participants completing the fruit and vegetable survey, 21% staged as precontemplation/contemplation, 25% staged as preparation, and 54% staged as action/maintenance ( P<0.001). Parents in action/maintenance stages served significantly more fruits and vegetables ( P=0.006) and used behavioral processes significantly more often ( P<0.001) compared to parents in precontemplation/contemplation stages. Content analysis of focus group transcripts provided greater insight into the quantitative findings. Conclusions Nutrition education targeting low-income African-American parents in earlier stages of change should address planning and preparing convenient and economical meals and snacks that include fruits and vegetables. Interventions targeting parents in later stages of change should address increasing variety and healthful preparation methods. Interventions for both groups can benefit from social support strategies.

Teasing apart the child care conundrum: A factorial survey analysis of perceptions of child care quality, fair market price and willingness to pay by low-income, African American parents

Child care quality plays a crucial role in children's social and cognitive development. While child care quality is a critical issue for all children, it matters more for low-income children. Policy makers have increased the emphasis on allowing parents, not government, to make decisions about the type of care they want for their children. Yet most research on child care quality has focused on how child care professionals, not parents define high quality care. This study investigates how low-income families evaluate child care quality by examining the child care preferences of a sample of low-income African American parents. We employ the factorial survey method, a method used in sociological research to assess people's perceptions and rankings of individual attributes associated with complex multidimensional phenomena. The factorial survey method permits a simultaneous assessment of how respondents evaluate and make tradeoffs among multiple child care characteristics. We assess the impact of child care characteristics on respondents’ perceptions of child care desirability, fair market value, and willingness to pay. Findings indicate that parents’ definition of quality focused squarely on the care giving environment, specifically the qualifications, experience, training and behavior associated with the child care provider. The type of care facility—family, center, relative or neighbor care was largely irrelevant to this sample of parents. Parents believed that the characteristics they defined as desirable child care situations were worth more, and parents were willing to pay more for these characteristics. These parents also defined quality in terms of race and class, and they wanted racial and economic diversity. This research suggests parents may choose lower quality care, not because they do not know what quality is or because they define quality care differently, but because such care may be neither available nor affordable in their communities.

Perinatal Loss in Low-Income African American Parents

To examine the experience of low-income, African American parents surrounding perinatal loss and to describe how other life stressors influenced the parents' responses and caring needs. Descriptive, using a phenomenologic approach. All data were collected in person. Interviews were held in parents' homes or, at the request of three parents, in an office in the university between 5 and 21 weeks after the loss. A total of 23 parents (17 mothers and 6 of their partners) were interviewed after a perinatal loss (16 weeks gestation or later) or a neonatal death (first 28 days of life). Follow-up interviews were held with 21 of these parents. Four themes were revealed: (a) recognizing problems and responding to the loss, (b) dealing with stressful life events, (c) creating and cherishing memories of the baby, and (d) living with the loss. The results of this study reveal experiences not previously reported and provide initial insight on the loss experience in this group of parents. Health care professionals should be aware of the presence of additional stressful events that parents may be experiencing and intervene appropriately to provide culturally competent care in a sensitive manner.

Examining Mainstream and Afro-Cultural Value Socialization in African American Households

This article examines the role of culture in the socialization patterns found in the households of low-income African Americans. Using the Triple Quandary theoretical framework, the authors hypothesized that cultural themes consistent with an Afro-cultural ethos would be reported significantly more than those associated with a mainstream cultural ethos. Scenarios depicting socialization activities reflecting the four distinct cultural themes were constructed. Seventy-one low-income African American parents reported how often they perform the activities reflecting the cultural themes in question. Findings revealed that parents reported communal practices significantly more than those activities linked to the remaining three cultural themes. Implications and future research directions are discussed.