South Asian Parents Research Articles

Cultural Beliefs and Coping Strategies Related to Childhood Cancer

The purpose of this study is to describe cultural beliefs and coping strategies related to dealing with childhood cancer identified through a qualitative study of the caregiving experiences of first-generation South Asian immigrant parents of children with cancer. A constructivist grounded theory approach was employed. Families with a child at least 6 months postdiagnosis were recruited from 5 Canadian pediatric oncology centers. In-depth semistructured interviews were conducted in English, Hindi, Punjabi, or Urdu with a sample of 25 South Asian parents. Analysis of interviews involved line-by-line coding and using the constant comparison method. The following 2 central themes related to culture and coping emerged: (a) cultural beliefs about childhood cancer being incurable, rare, unspeakable, and understood through religion and (b) parental coping strategies included gaining information about the child's cancer, practicing religious rituals and prayers, trusting the health care professionals, and obtaining mutual support from other South Asian parents. These cultural beliefs and coping strategies have important implications for health care providers to understand the variations in the perceptions of childhood cancer and coping in order to implement culturally sensitive health care services.

Immigrant to Canada, newcomer to childhood cancer: a qualitative study of challenges faced by immigrant parents

Given the increasing numbers of immigrant families in Canada, it is imperative that healthcare providers (HCPs) understand the caregiving experiences of immigrant family caregivers. Our study aimed to explore any special challenges faced by immigrant parents of children with cancer and to identify supportive factors. A constructivist grounded theory approach was used. Participants included 50 first generation Chinese and South Asian parents of children with cancer who were at least six months post-diagnosis. Recruitment took place at six Canadian pediatric oncology centres. Interviews were conducted in English, Cantonese, Mandarin, Urdu, Punjabi or Hindi. Analysis involved coding and the use of the constant comparison method. Interviewing continued until no new themes emerged. While immigrant parents described many challenges faced by any parent of a child with cancer, the context of being an immigrant made certain experiences particularly challenging. Parents described challenges in the following areas: managing caregiving demand and financial strain, accessing support from others, and interfacing with the healthcare system. Parents described receiving a range of practical, emotional, social and informational support from extended family, their workplace, other cancer families, community organizations and HCPs. Our study addresses an important gap in the research literature by providing practical insight into the experiences of immigrant family caregivers. Our findings may help to inform the development of pediatric oncology policies and programs in ways that respond to the unique needs and challenges of culturally and linguistically diverse families.

Communication and language challenges experienced by Chinese and South Asian immigrant parents of children with cancer in Canada: Implications for health services delivery

Language is an important aspect of health literacy and plays a vital role in families' ability to access and use health information and resources. Our study explored the role of communication and language in the healthcare experiences of immigrant parents of children with cancer living in Canada. We used a grounded theory approach. Chinese and South Asian parents of children 6 months post-diagnosis were recruited from six Canadian pediatric oncology centers. Semi-structured interviews were conducted in Cantonese, Mandarin, Hindi, Punjabi, Urdu, or English. Questions relevant to communication included: how parents navigated the healthcare system; nature of interpreter services and translated materials; and suggestions about how to improve services. Analysis involved line-by-line, focused and theoretical coding, and constant comparison. Thirty-one (62%) parents reported no difficulty communicating with healthcare providers in English, while 13 (26%) parents struggled with English, and six (12%) parents could not communicate in English. Communication challenges influenced parents' role in caring for their child and made it difficult to learn complex medical terminology. Interpreting services were sometimes inadequate or not accessible. Parents occasionally missed out on services and resources, reported limited availability of linguistically and culturally appropriate information, and experienced a lack of social integration in the healthcare process. Language ability played an essential role in parents' healthcare experiences for pragmatic and social purposes. Language challenges can heighten systemic and socio-cultural barriers to accessing health information and resources. The provision of enhanced culturally and linguistically sensitive services may support immigrant families in their caregiving role.

Perceptions about complementary and alternative medicine use among Chinese immigrant parents of children with cancer

Research indicates complementary and alternative medicine (CAM) use among children with cancer is common and widespread. CAM use, particularly traditional Chinese medicine (TCM), is prevalent in the country of origin of Chinese immigrant families, yet little is known about its use after immigrating to Canada. This paper describes 25 Chinese immigrant parents' perception about the use of CAM in their child with cancer in Canada. This qualitative grounded theory study is part of a larger study of the caregiving experiences of first generation Chinese and South Asian parents of children with cancer. Chinese parents of children at least 6 months post-diagnosis were recruited from four Canadian pediatric oncology centers. Interviews were conducted in English, Cantonese, or Mandarin and transcribed into English. Analysis involved coding and the use of the constant comparison method to identify important themes. In discussing their caregiving experiences, CAM emerged as an important theme. The following sub-themes were identified: (1) trust in conventional medicine to cure cancer; (2) use of dietary modifications and restrictions; (3) extent of communication with healthcare providers about TCM use; and (4) limited availability of culturally relevant information. While Chinese immigrant parents in this study placed their trust in conventional medicine to treat their child, the use of food as therapy is part of their daily cultural practice. To ensure safe cancer treatment and more culturally sensitive care, it is essential for health providers to offer reliable information and encourage open discussions about CAM use with Chinese immigrant parents.

Equality and Diversity: Part 5 - Race and ethnicity

Nursery WorldVol. 2010, No. 1 FeatureEquality and Diversity: Part 5 - Race and ethnicityAnne O'ConnorAnne O'ConnorSearch for more papers by this authorAnne O'ConnorPublished Online:4 Mar 2014https://doi.org/10.12968/nuwa.2010.26.1.1094074AboutSectionsView articleView Full TextView EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractThe harmful effects of bias based upon a person's or group's ethnicity, and positive ways to overcome it in early years practice, are explained by Anne O'Connor. FiguresReferencesRelatedDetailsCited byThe cultural context of care‐giving: qualitative accounts from South Asian parents who care for a child with intellectual disabilities in the UKAdvances in Mental Health and Intellectual Disabilities, Vol. 6, No. 4 1 January 2010Volume 2010Issue 1ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 4 March 2014 Published in print 1 January 2010 Information© MA Education Ltd

South Asian Parents' Aspirations Versus Teachers' Expectations in the United Kingdom

This article explores teacher expectations of second-generation UK South Asian students (of Bangladeshi and Pakistani heritage) and their views of the parents as lacking high aspirations for their children. A range of misguided perceptions and stereotypical views are discussed and challenged. The author argues that these views are largely based on misconceptions and notions of culture as fixed and tightly bounded. As a result, young South Asians in the UK are trapped by these stereotypes that limit teachers' expectations of them, and that potentially constrain their educational opportunities.

‘The trouble is they don’t mix’: self‐segregation or enforced exclusion?1

This article draws on a two‐year study funded by the Economic and Social Research Council (ESRC) of South Asian parents and their children’s views on the school experience (Parents, Children and the School Experience: Asian Families’ Perspectives – Grant Reference: R000239671). The article focuses on an aspect of the young people’s school experience and reports that teachers constructed the students’ behaviour in terms of ‘Asian gang culture’. Teachers frequently criticised the South Asian students for not mixing with their white peers, not going on school trips, and not participating in extra‐curricular activities. The authors discuss this in relation to notions of integration, teachers’ perceptions of gendered and ethnic differences and issues of symbolic violence. The emphasis was on the students integrating into the dominant culture: in terms of conforming and knowing their place. In this sense the young people do not see a place for themselves. Ethnocentrism together with racist harassment serves to relegate the young people to the margins, where they have little choice but to remain, not least for fear of their safety.

South Asian Parents' Constructions of Praising Their Children

While praise is considered an important element in moulding children's behaviour and is central to parent-training advice in the UK today, the literature from nonwestern cultures suggests that some communities do not view praise as positive. There is currently a dearth of systematic knowledge about how minority ethnic parents in Britain view praise. This qualitative study used thematic analysis to explore the childrearing beliefs of immigrant parents from South Asian backgrounds living in inner-city London, with a focus on their constructions of praising their preschool children. The emerging themes suggest that participants see young children's behaviour as instinctual and view instruction as the main parenting strategy required. Demonstrations of physical warmth and tangible rewards were widely used. While verbal praise was used to encourage compliance, these parents advised caution, saying that praising children risked the development of psychological attributes that were culturally judged as dysfunctional. There was relatively little emphasis on the individual child's ability but more on its effect on others in the hierarchy. These themes have some fundamental implications for the practice of clinical psychology in multicultural communities.

Childrearing Practices among South Asian Muslims in Britain: The Cultural Context of Physical Punishment

The aim of the study is to understand the beliefs systems, expectations and values of family life, childrearing practices and child disciplining in the South Asian communities living in Britain. The empirical work consisted of content analysis of three phone-in radio programs to explore the South Asian communities' perceptions about the use of physical punishment as a method of child disciplining. Parental authority, children's obedience and respect for the parents are major values within the South Asian families. A large number of respondents were in favor of physical punishment as an appropriate way to discipline their children in order to correct misbehavior. They viewed physical punishment (within limits) as an effective means of providing consistent guidance and discipline. The central conclusion of the present research is that generally, South Asian parents' perceptions of what is harmful are shaped by their own personal standards and customs of their culture. In light of the lack of awareness about the standard set by the British society, South Asian parents continue to practice the methods they brought from their homeland.

Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents

In the authors' research with Pakistani and Bangladeshi heritage parents, some teachers, head teachers and other educational professionals referred to the South Asian parents as ‘hard to reach’. Whilst it was clear from the parents that they were not very, and in some cases not at all, involved in their children's schools and knew little about the education system or what their children were doing in school, it was also very apparent that the parents were not ‘difficult’, ‘obstructive’, or ‘indifferent’—the kind of behaviour ‘hard to reach’ implies. The article therefore considers that rather than parents being ‘hard to reach’, it is frequently the schools themselves that inhibit accessibility for certain parents. The authors challenge the cultural interference model, arguing that it is incorrect and pathologises parents. The article arises out of a two‐year, Economic and Social Research Council funded, qualitative study of Bangladeshi and Pakistani heritage families and schools, in the north‐east of England.

Mental health awareness in South Asian parents

There is a higher prevalence of depression in marginalized populations and demographic information suggests that Luton in Bedfordshire is an area of major health inequality. The school nurse can help parents understand depression in both themselves and their children.

British South Asians and pathways into selective schooling: social class, culture and ethnicity

This article is a theoretical and empirical study of the ways in which different South Asian groups, Bangladeshi, Indian, and Pakistani, achieve entry into the selective education system, taking into consideration the factors of social class, ethnicity and culture. In‐depth interviews with 42 South Asian school pupils from three single‐sex selective schools (one independent and two grammar), 47 South Asian school pupils from three secondary modern schools, and 25 South Asian parents are used to interpret perceptions, attitudes towards, and experiences of selective school entry. It is found that that certain working‐class South Asian parents possess strong middle‐class attitudes towards selective education, irrespective of their ability to facilitate it as a function of their financial, cultural, or social capital. Middle‐class South Asians were not only highly motivated but also possessed the economic, social and cultural capital to ensure successful selective school entry. In general, social class status was the strongest factor in the likelihood of gaining entry into selective schools. This research contributes to the literature on selective education as well as on the intricacies of the British South Asian educational experience.

A Novel Therapeutic Approach in Triosephosphate Isomerase Deficiency.

Triosephosphate isomerase (TPI) deficiency is an autosomal recessive disorder characterised by congenital haemolytic anaemia and progressive neuromuscular dysfunction. No specific treatment exists to alter the natural history and death usually follows in infancy or early childhood. Biochemically TPI deficiency is distinguished by dramatic accumulation of the triose phosphate dihydroxyacetonephosphate (DHAP). DHAP undergoes spontaneous catabolism to methylglyoxal (MG) a potent mediator of protein and nucleotide glycation. MG levels are elevated in TPI deficiency and correlate with neuromuscular dysfunction. Accumulation of triose phosphates may be inhibited through stimulation of the pentose phosphate pathway by maximizing the activity of transketolase which converts glyceraldehyde-3-phosphate into ribose-5-phosphate. Transketolase activity can be enhanced by supplementation with the co-factor thiamine. Thiamine has been shown to reduce triosephosphate accumulation in human red blood cells in vitro but hitherto this not been studied in vivo. We report the outcome of a trial of thiamine supplementation in a female infant born to consanguineous south Asian parents who presented with a haemolytic anaemia at 3 weeks of age followed by neurological symptoms at 11 months culminating in respiratory failure requiring long-term mechanical ventilation. The diagnosis of TPI deficiency was made on the basis of enzyme assay and subsequent genetic analysis which demonstrated homozygosity for the Glu105Asp mutation of the TPI gene previously described in kindreds of European origin. There was marked elevation of red cell DHAP (550 % normal mean). Oral supplementation was commenced at 12 months of age with a lipophilic thiamine derivative - benzoyloxymethylthiamine - chosen to maximize potential CNS bioavailability at a dose of 5mg/kg/day. Response was assessed clinically and by assay of intermediates and metabolites in urine, blood, and CSF on day 0,1,7 and 14. Following thiamine supplementation there was a transient reduction in ventilatory requirement. A maximal (2–3 fold) increase in red cell thiamine and thiamine diphosphate (TPP) concentration was seen at 7 days. Red cell transketolase activity below that of saturation with TPP cofactor was 10% at day 0 and decreased to 0% thereafter. Despite persistently elevated DHAP levels a marked reduction in the MG metabolite D-Lactate of 90% in urine and 57% in the CSF was seen at day 14. Glyoxal a product of lipid peroxidation was also significantly reduced in CSF (70%). After 6 weeks the patient remained dependent on mechanical ventilation and the trial was discontinued. In conclusion oral thiamine supplementation was well tolerated and led to enhanced transketolase activity associated with indicators of reduced MG flux. Intervention preceding the onset of irreversible neuronal damage should be evaluated. Thiamine supplementation holds promise for the prevention and treatment of other neurodegenerative diseases and diabetic complications in which MG-mediated protein glycation is implicated.

Family Matters: A Discussion of the Bangladeshi and Pakistani Extended Family and Community in Supporting the Children's Education

This paper looks beyond an individualised type of parental involvement and discusses the role of the extended family in relation to school. We draw on the different social capital theories to explain its implications and also to discuss its efficacy. Our focus is on the Bangladeshi community and the Pakistani community in two towns in the North East of England. British South Asian parents are variously accused of having too high educational expectations of their children or not being interested at all and that Pakistani and Bangladeshi parents in particular have no or limited relationships with their children's schools. In this paper we demonstrate that parental involvement in these two communities resides not simply in the hands of the parents but within the wider family. We challenge the deficit model of British South Asian families as indifferent to the education of their children and we identify the potential resource of the extended family.

A question of reflexivity in a qualitative study of South Asians in education: power, knowledge and shared ethnicity

In a qualitative study of South Asians in education, methodological issues pertaining to the social interactions between the same-ethnicity researcher and researched are analysed and interpreted. Based on in-depth interviews with 89 South Asian school pupils and 25 South Asian parents, it was found that political ideology and shared ethnicity were a source of inspiration in how the same-ethnicity researcher generated answers to the research questions, but also a weakness in how they were potentially shaped by the very same factors. This paper suggests that for situations where the subject, the researcher and the researched are inextricably linked, there is the potential for both ‘good’ and ‘harm’ to the research. This paper provides a case study of the ontological and epistemological issues that can emerge in the research process, and how reflexivity facilitates the production of knowledge without it necessarily gaining or losing because of shared ethnicity.

Physiological and seed yield responses to water deficits among lentil genotypes from diverse origins

The effect of water deficits at 2 growth stages on the physiology and growth of lentil (Lens culinaris Medikus subsp. culinaris) genotypes bred/selected for 3 regions was examined in a glasshouse experiment. The water regimes imposed were: (i) a well-watered control, (ii) water withheld at flowering, from 72 to 93 days after sowing (DAS), and (iii) water withheld from podding (93 DAS) to maturity. The genotypes were a West Asian genotype released in Australia (Cassab), 2 South Asian Nepali cultivars (Khajura 2 and Simal), and 3 crossbreds between West Asian and South Asian parents (ILL 6829, ILL 7979, and ILL 7982). ILL 7979 and Simal had significantly greater total dry matter, water use, seed yield, number of pods and seeds per plant, and harvest index (HI) than the other genotypes under well-watered conditions. Water deficits reduced seed yield by up to 60% in the crossbreds and the South Asian cultivar, Simal. However, seed yield was increased by the water deficit at flowering and the water deficit at podding in the West Asian genotype, Cassab, and the South Asian genotype, Khajura 2, respectively. In the other genotypes, withholding water at flowering or podding reduced leaf area (48–55%), total dry matter (32–50%), flower production (22–55%), and number of pods and seeds (27–66%), with significantly higher flower drop and empty pods when water was withheld. The higher seed yield in Cassab and Khajura 2 when water was withheld was related to the production of more flowers and the maintenance of pod and seed set when they were re-watered after the period of water deficit. When water was withheld during flowering, the West Asian genotype Cassab and the crossbred ILL 6829 used less water and hence maintained a high leaf water potential (ψleaf), whereas ψleaf decreased earlier to lower values in the crossbred ILL 7979 and the South Asian genotypes Khajura 2 and Simal. There were no significant differences in leaf net photosynthesis (PN), or stomatal conductance (gS), among genotypes during flowering and early podding, but PN and gS were reduced by 22–38 and 19–67%, respectively, when water was withheld. The lower ψleaf in ILL 7979, Simal, and Khajura 2 induced greater osmotic adjustment (OA) during the drying cycle at flowering, whereas there was no or little OA when water was withheld at podding. Variation in physiological traits (PN, gS, OA) under both watering regimes was not directly related to seed yield, but seed number was related to seed yield under both well-watered and water-deficit conditions.

Perceptions of child maltreatment by parents from the Indian subcontinent: challenging myths about culturally based abusive parenting practices.

Clinicians and researchers emphasize the importance of recognizing differential cross-cultural definitions of child maltreatment, cautioning awareness that some ethnic groups may use harsher methods to discipline their children. Using a mixed-method research approach, based on questionnaire and focus group data, 29 parents of South Asian descent provided input on their attitudes toward child discipline, maltreatment, and neglect. Study findings suggest that South Asian parents do not differ significantly from other populations in their judgment of appropriate parenting approaches; that is, persistent and excessive use of physical discipline was considered to be inappropriate, behaviors of parents that may have negative emotional consequences for children were recognized as inappropriate, and lack of proper supervision of children was seen as a concern. Notably, though, participants voiced their reluctance to contact child protective services should they encounter families struggling with abuse. Implications for practice and directions for future research are suggested.

The Disclosure Process and its Impact on South Asian Families with a Child with Severe Intellectual Disabilities

Background Although several research studies have investigated parental experiences of the disclosure process in White families with a child with severe disabilities, little work has focused on the experiences of South Asian families.Materials and methods This study aimed to provide a rich picture of the disclosure experiences of South Asian parents of a child with severe intellectual disabilities, using semi‐structured qualitative interviews with 26 parents over two time points, and structured quantitative interviews with 136 parents.Results Parents reported variable experiences of the disclosure process, with many parents experiencing disclosure in the wrong language for them and most parents reporting little post‐disclosure support. Parents identified good practice in disclosure as prompt disclosure in the appropriate language, with the partner present (where possible), with emotional support as part of the process, with clear and practical information, and linked to post‐disclosure support from a keyworker.Conclusions Good practice in disclosure was also associated with parental understanding of their child, and parents being more likely to mobilize informal and formal supports. The implications of these findings are discussed.

The Home and the School in the Educational Achievements of South Asians

This article explores how South Asian parents and teachers affect the educational achievements of South Asians in schools and colleges in the city of Birmingham, England. The research undertaken for this study was principally qualitative, based on in-depth interviews with and surveys of pupils, students and parents from different schools and colleges across the city. Respondents were asked to discuss the importance of the home and the school for educational achievement, exploring, at one level, perspectives on teachers and schools and, at another, religion and culture within the home. It was found that given the different socio-economic positions, ethnicities and genders of South Asians, the experiences of South Asian Muslims (Bangladeshis and Pakistanis) suggested greater disadvantage, necessarily because of their attending less effective schools, an adverse religio-cultural effect within the home, and how Muslims are negatively perceived by the majority. In contrast, Indians (Hindu and Sikh) experience education favourably, in essence, because of attending schools that are more effective, religion and culture having less of an impact on their lives at home, and how they are positively perceived by the majority.

Self-identity Issues of South Asian Young People in Australian Schools

The aim of this study is to ascertain the perceptions of South Asian parents and young people with regard to a range of identity-related issues and education. To obtain a comprehensive and balanced picture, a number of white teachers is also included in the research. A representative sample of students was drawn from three high schools; two located in a city area and the third in a rural area of New South Wales. Eighteen parents and thirty students and sixteen teachers were interviewed to discover their attitudes and perceptions towards: bilingualism and the teaching of community languages, religious orientation, gender issues, identity, prejudice and racism, and acculturation. In addition, seventy-five boys and girls completed an established Acculturation Scale. The responses of the non-manual group are compared with that of the manual group and the implications for the education of South Asian young people are drawn.