Mexican American Parents Research Articles

Mexican American Parents' Involvement in Adolescents' Peer Relationships: Exploring the Role of Culture and Adolescents' Peer Experiences

This study examined the nature and correlates of Mexican American mothers' and fathers' involvement in adolescents' peer relationships along four dimensions: support, restriction, knowledge, and time spent with adolescents and peers. Mexican American adolescents and their parents in 220 families described their family relationships, cultural orientations/values, and experiences with adolescents' peers in home interviews. In addition, time-use data were collected during a series of seven phone calls to measure parents' time spent with adolescents and peers and parents' knowledge of adolescents' daily experiences with peers. Multi-level models revealed connections between parents' involvement in adolescents' peer relationships and both parents' Mexican and Anglo orientations and familism values and adolescents' peer experiences (e.g., deviant peer affiliations, friends' ethnic orientation). Findings further revealed some evidence that parent and adolescent gender moderated the patterns, with mothers' (but not fathers') restrictions on peer relationships being associated with adolescents' deviant peer affiliations and parents placing greater restrictions on daughters' than on sons' peer relationships when they had more frequent deviant peer affiliations.

Parent-Child Interactions Among Low-Income Mexican American Parents and Preschoolers: Do Clinic-Referred Families Differ From Nonreferred Families?

This study compared low-income Mexican American parents of young children referred for behavior problems to their nonreferred counterparts on an observational measure of parent-child interactions. Referred Mexican American parents demonstrated more negative behaviors than their nonreferred counterparts in both nondirective and highly directive situations. However, no differences were found at moderate levels of directiveness. The most and least directive situations in the Dyadic Parent-Child Interaction Coding System best differentiated referred from nonreferred Mexican American families, and families differed more in their negative behaviors than positive behaviors. Many of the parenting behaviors that have been found to differ between referred and nonreferred Caucasian families were also observed to differ between their Mexican American counterparts.

Mexican American Parent’s Perceptions of Culturally Congruent Interpersonal Processes of Care During Childhood Immunization Episodes: A Pilot Study

One of the goals of Health People 2010 is to eliminate health disparities among minority populations by 2010, including improved childhood immunization rates among Mexican-American children. Prior research has identified the importance of interpersonal process-related factors as significant components of care sought by Mexican-Americans, but more knowledge is needed about what Mexican-American parents view as a beneficial relationship with the nurse during the immunization encounter. The purpose of this qualitative, descriptive pilot study was to explore and describe the perceptions of Mexican-American parents‟ regarding their relationships with clinic nurses in a rural, primarily agricultural community. Thematic analysis of data describes a beneficial relationship between Mexican American women, their children, and nurses during immunization encounters as consisting of 1) trust in the nurse, 2) building confidence in the mother and child, and 3) language concordance.

Family Cohesion in the Lives of Mexican American and European American Parents

This study investigated similarities and differences in relations between stress and parenting behaviors for 509 Mexican American and European American fathers and mothers in Southern California. Our model posited that family cohesion mediates the relation between stressors and parenting behavior, and we found that family cohesion strongly mediated most of the relations between stress and parenting behaviors. Important ethnic and gender differences were evident. In contrast with other groups, Mexican American fathers reported higher levels of family cohesion when faced with economic pressures. Implications for future research on stress and parenting are discussed.

Using cultural tools to develop scientific literacy of young Mexican American preschoolers

Building on the home cultural practices related to science can facilitate scientific literacy development of preschoolers. Using a sociocognitive and sociocultural approach and funds of knowledge as a theoretical framework, this article describes how Mexican American parents and young children identified the science concepts and knowledge learned from common activities found in their homes through the Family Institute for Early Literacy Development. Science skills and concepts were found in many activities related to Mexican American cultural practices such as gardening, cooking and home remedies. Parents were informed of the type of scientific readiness knowledge that schools expect children to bring from home, and in turn parents were able to explain to their children those concepts during the institute and at home. The success of the institute is founded on the opportunity given to parents to understand and implement school expectations for their young children.

Parental Locus of Control and Externalizing Behavior Problems Among Mexican American Preschoolers

Research conducted with non-Hispanic Whites indicates that parents of preschoolers with behavioral problems are more likely to have an external locus of control regarding parenting than parents whose preschoolers are free of such problems. However, it is unclear whether such research can be generalized to Mexican American families, especially given research suggesting that Mexican Americans tend to have a more external locus of control normatively. To address this question, the authors compare parental locus of control (PLOC) among parents of clinic-referred Mexican American preschoolers to parents of nonreferred Mexican American preschoolers. Results demonstrate that referred Mexican American parents exhibited a more external PLOC than nonreferred Mexican American parents across a number of domains. Thus, similar to non-Hispanic Whites, preschoolers' behavioral problems are associated with an external PLOC among Mexican Americans. Implications for the design of culturally sensitive interventions for Mexican American preschoolers with behavior problems are discussed.

Determinants of Parent-Child Coresidence among Older Mexican Parents: The Salience of Cultural Values

The absence of direct empirical study of cultural values represents an important but neglected area of study. The results of this study highlight the importance of cultural values in shaping coresidence between older Mexican American parents and their adult children. This study examined the coresidence patterns of 2,058 Mexican parents age sixty-five and older. Logistic analyses estimated the impact and relative contribution of a direct measure of cultural values along with socioeconomic resources, parental needs, child network characteristics, and English proficiency. These data indicate that when older Mexican parents are examined separately, their tendency to coreside with adult children is more firmly grounded in cultural values than economic necessity. Analyses lend support to the significance of both cultural values and income but find that income is a positive predictor of coresidence and thus may serve to enable persons to act on cultural family and support values. Data also suggest that adult children may benefit a great deal from parent-child coresidence in later life. Greater daily living assistance needs, having a spouse, and greater number of children are also positive determinants of coresidence.

Psychometric tests of Expectations of Filial Piety Scale in a Mexican‐American population

This paper reports the development of the Expectations of Filial Piety Scale for use with Mexican-American parents regarding expectations they have of their adult children for care and support. Earlier work by the authors demonstrated that filial piety is a cross-cultural construct that can be used with Hispanic/Latino populations. More refined development of the construct required testing with more homogeneous subsets (i.e. Mexican-Americans) within the broad designation of Hispanic/Latino adults. Non-experimental methodological design for field testing of the instrument's psychometric properties. A convenient sample of 80 Mexican-American adults in California and Texas completed a brief biographical survey and field tested the Expectations of Filial Piety Scale. Common factor analysis with orthogonal rotation was used to extract three factors, which accounted for 58% of the variance in scale scores. These factors included: I: respect for parents (24.05%); II: honouring parents (12.5%); and III: family unity (16.56%). Overall scale reliability was 0.87 with individual factor reliability coefficients ranging from 0.74 to 0.87 and test-retest correlation was 0.73. The results show that the Expectations of Filial Piety Scale is an internally consistent and reliable tool for use in studies of the Mexican-American population. Mexican elders historically underuse formal services; a large portion of this population will most likely depend on support from their family members when they reach advanced ages. There is a lack of culturally sensitive instruments to measure family values in caring for older adults in Mexican-Americans. This scale can enable case workers and nurses in long-term care settings to assess the elder's expectations for family support accurately and compare these expectations with available family support, children's intentions to care for a dependent parent or other family member and the need for supplemental care in Mexican-American families.

Treatment Acceptability Among Mexican American Parents

There is a void in the literature with regard to Hispanic parents’ views about common interventions for children with behavior problems. The purpose of this study was to examine the treatment acceptability of child management techniques in a Mexican American sample. Parents’ acculturation was also examined to determine if it would account for differences in treatment acceptability. Mexican American parents found response cost, a punishment-based technique, more acceptable than positive reinforcement–based techniques (e.g., differential attention). Results suggest that Mexican American parents’ acculturation has little impact on acceptability of child management interventions. No association was found between mothers’ acculturation and treatment acceptability. However, more acculturated Mexican American fathers viewed token economy as more acceptable than less acculturated fathers. Results are discussed in the context of clinical work and research with Mexican Americans.

Maternal and paternal similarities and differences in parenting: An examination of Mexican-American parents of young children

Abstract The present study evaluated the degree of parental similarity–dissimilarity across parenting dimensions operationalized in terms of: (1) one's own and one's partner's style; (2) meta-emotion belief structures; (3) behavioral strategies in reaction to children's emotions; as well as (4) parental support and responsiveness. The first four dimensions were assessed with independent self-reports from both mothers and fathers and the latter was measured through observed behaviors in a discussion of emotions. Fifty-seven families participated. The mothers (92%) and fathers (90%) of preschool-aged children (mean age 57.5 months, 54% male) were predominantly of Mexican descent. Results revealed significant similarity when comparing mothers’ and fathers’ observed behaviors. Agreement among parents also emerged when comparing minimizing coping reactions to children's emotional displays and self-reported and reports of one's partner's authoritative parenting. Despite evidence of agreement on use of authoritative strategies and similarity on observed behaviors, comparisons of mean levels revealed dissimilarity. The participating mothers reported a greater tendency to employ authoritative strategies and their partners’ ratings of the mothers’ parenting confirmed this perceived difference. In addition, comparisons of mothers’ and fathers’ observed behaviors in interaction with their children suggested that, while mothers and fathers are engaged in similar behaviors, mothers are observed to engage in them more frequently. These results reinforce the need to assess both parents, employing multiple methods, in determining interdependence or their combined and unique contributions to socializing children.

Family Acculturation, Family Leisure Involvement, and Family Functioning among Mexican-Americans

The purpose of this study was to examine the relationship between acculturation and family leisure involvement and aspects of family functioning (cohesion and adaptability) from Mexican-American parent, youth, and family perspectives. Acculturation was measured using the Bidimensional Acculturation Scale for Hispanics (BAS), family leisure involvement was measured using the Family Leisure Activity Profile (FLAP), and family functioning was measured using the Family Adaptability and Cohesion Evaluation Scales (FACES II). The sample was obtained from communities in Texas and Utah and consisted of 74 Mexican-American families, including a parent and child from each family. After adjusting for sociodemographic variables, the independent variables were found to help discriminate levels of acculturation for parents, youth, and families. Recommendations are given for commercial and community recreation programs targeting Mexican-American families, in addition to implications for further research.

Esperanza y Porder: Democratic Dialogue and Authentic Parent Involvement

This study explored ways to increase authentic participation of Mexican American parents in the education of their children. It focused on direct dialogue between Spanish-speaking parents and English-speaking school personnel and how dialogue facilitated group development. The design of the study included phenomenological inquiry and action research. Two key findings of the study were as follows: One, parents reported that explicit training in group participation through democratic dialogue was critical to their understanding of participation. Two, use of the dialogue approach played an important role for all participants, particularly, the parents, as illustrated through their reported transformations.

Ethnic Identification, Intermarriage, and Unmeasured Progress by Mexican Americans

Using Census and CPS data, we show that U.S.-born Mexican Americans who marry non- Mexicans are substantially more educated and English proficient, on average, than are Mexican Americans who marry co-ethnics (whether they be Mexican Americans or Mexican immigrants). In addition, the non-Mexican spouses of intermarried Mexican Americans possess relatively high levels of schooling and English proficiency, compared to the spouses of endogamously married Mexican Americans. The human capital selectivity of Mexican intermarriage generates corresponding differences in the employment and earnings of Mexican Americans and their spouses. Moreover, the children of intermarried Mexican Americans are much less likely to be identified as Mexican than are the children of endogamous Mexican marriages. These forces combine to produce strong negative correlations between the education, English proficiency, employment, and earnings of Mexican-American parents and the chances that their children retain a Mexican ethnicity. Such findings raise the possibility that selective ethnic attrition might bias observed measures of intergenerational progress for Mexican Americans.

Racial and Ethnic Differences in Marriage after the Birth of a Child

This article uses new data from the Fragile Families and Child Wellbeing study to examine the reasons why white, Mexican American, and other Hispanic parents are approximately 2.5 times more likely than African American parents to marry within the 30 months after a nonmarital birth. Combining Fragile Families microdata with 2000 U.S. Census data shows that marriage market conditions exert a large influence on marriage decisions, even among couples that already have formed a romantic relationship and had a child together. The findings also show that an undersupply of employed African American men can explain a large portion of the racial and ethnic differences in marriage after a nonmarital birth. The current findings support the theory that marriage markets are influential not only during the search for romantic partners but also in determining whether romantic relationships, once formed, will lead to marriage.

Individualized Educational Plan (IEP) Meetings and Mexican American Parents: Let's Talk About It

This study explores the relation between Mexican American parents and the special education system, especially the Individualized Educational Plan (IEP) meetings. Within this narrative account, 10 Mexican American women were interviewed throughout a school year to comprehend how they felt about their experiences during IEP meetings concerning their children. Thematic analysis was used as means of formatting the data. From the analysis, themes revealed that although these women wanted to be involved in the decision-making process regarding their children, they were silenced by overt or covert messages that told them their voices were not valued.

Relationship of child-feeding practices to overweight in low-income Mexican-American preschool-aged children

Objective The purpose of this research was to examine the relationship of child-feeding practices and other factors to overweight in low-income Mexican-American preschool-aged children. Design Cross-sectional survey with anthropometric measurements of mothers and target children. Trained bilingual staff interviewed the parents to collect data on child-feeding strategies, food patterns, child’s health history, parental acculturation level, food insecurity, and other household characteristics. Subjects and setting Complete data were available from 204 low-income Mexican-American parents residing in California with at least one child aged 3 to 5 years. Outcomes measured Risk of overweight was defined as body mass index (BMI) (measured as weight [in kilograms]/height [in meters] 2) ≥85th percentile and overweight was defined as BMI ≥95th percentile. The Student t test, χ 2 test, and logistic regression were used. Results Three variables were positively related to risk of overweight: birth weight (odds ratio [OR], 2.31; 95% confidence interval [CI], 1.11 to 4.82), mother’s BMI ≥30 (OR, 2.05; 95% CI, 1.11 to 3.79), and juice intake (OR, 2.33; 95% CI, 1.09 to 4.98). Being enrolled in the Special Supplemental Nutrition Program for Women, Infants, and Children was negatively related to risk of overweight (OR, 0.40; 95% CI, 0.21 to 0.75). Additional variables related to overweight were monthly income >$1,500 (OR, 2.33; 95% CI, 1.00 to 5.42) and child takes food from the refrigerator between meals (OR, 0.32; 95% CI, 0.13 to 0.76). Conclusions The results of this study suggest that biological and socioeconomic factors are more associated with overweight in Mexican-American preschool-aged children than most of the self-reported child-feeding strategies.

Anxiety Reporting and Culturally Associated Interpretation Biases and Cognitive Schemas: A Comparison of Mexican, Mexican American, and European American Families

This study examined whether Mexican (n = 53), Mexican American (n = 50), and European American (n = 51) children differed in their reporting of anxiety symptoms and whether parental influence and specific cognitive schemas associated with Mexican culture were related to differences in anxiety reporting. As expected, Mexican and Mexican American children reported significantly more physiological and worry symptoms than the European American children. Mexican and Mexican American children endorsed collectivism as a cultural value more strongly than European American children, and the Mexican children evidenced greatest use of social strategies reflecting simpatia. In family discussions of ambiguous, potentially anxiety-arousing situations, Mexican and Mexican American parents verbalized a greater percentage of somatic interpretations than the European American parents. Results indicate potential linkages between cultural values, socialization practices, and anxiety reporting.

Making Changes that Stay Made: School Reform and Community Involvement

This article argues that school reform initiatives - particularly those aiming at high schools — have greater chances of staying made when the community actively participates as an empowered change agent. This historical analysis of the Mexican American parent community involvement in the Salinas high school district, in California, provides the context for answering some of the questions around the roles a community plays as an external force for school renewal, and the lasting effects of such protagonism. This agency, the paper argues, is important because of the centrality given to public education as sustenance of local control and of democratic political discourses, particularly when a community has traditionally been defined in deficit terms by those in power.

Mexican-American parental involvement with a Texas elementary school.

A sample of 403 Mexican-American parents of elementary school age children were surveyed regarding their involvement in school. Helping children with school work, attending parent-teacher conferences, and fundraising were identified by the parents as activities in which they most frequently participated.

Mexican American Parent Participation and Administrative Leadership

"Mexican American Parents and Administrative Leadership" addresses administrative acts of microleadership that generate Mexican American parent participation. The study took place February l998 to January l999 in Orange County, California. Two schools at 2 districts with high Mexican American populations were observed. The study sought to identify and analyze critical issues affecting parent-school interaction.