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Luelmo, Paul, and Connie Kasari. "Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder." Autism 25, no. 6 (2021): 1809–15. http://dx.doi.org/10.1177/1362361321998561.
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This study reports on a randomized controlled pilot intervention study examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy intervention. The intervention study employed community-partnered research methods and targeted a low-income community of mostly Latinx, immigrant-origin parents of children with autism spectrum disorder. The study was designed to test a parent-to-parent advocacy mentorship program in order to increase parent’s special education advocacy knowledge and empowerment. The educational intervention was delivered in Spanish to Spanish-speaking parents. Results indicated significantly increased in parent’s knowledge in the immediate intervention group, but this knowledge did not lead to greater sense of parent’s empowerment. Increases in knowledge about special education rights of their children are the first step toward advocating for services for their children. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. Lay abstract Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy.
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Curiel, Herman. "Parent Group Education to ENABLE “Barrio” Parents." Advances in Social Work 15, no. 1 (2014): 51–62. http://dx.doi.org/10.18060/16648.
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This paper describes a 1960s “War on Poverty” parent group education program that brought together three national private voluntary agencies with federal funding by the Office of Economic Opportunity (OEO). Project ENABLE (Education Neighborhood Action for a Better Living Environment) sought to direct professional efforts to help/empower the poor and societal members of ethnic minority groups. Group education as a preventive modality was used to strengthen parents’ problem solving skills in their roles both as parents and as community leaders. The author describes his group leadership role together with that of the indigenous case aides who helped direct/enable the collective power of a group of poor Spanish speaking Mexican origin families living in barrios (neighborhoods) of a major metropolitan southern city. Project ENABLE embraced a strengths-based perspective characteristic of social work’s historical empowerment traditions. Despite its brief existence, Project ENABLE functioned as a demonstration program in 62 communities across the United States. Ironically, its prevention focus and demonstration nature served to undermine its ability to compete with other OEO initiatives like Head Start and job training programs. The author cites a combination of historical and logistic factors that contributed to the short life and ultimate demise of a once promising outreach program.
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Coatsworth, J. Douglas, Larissa G. Duncan, Hilda Pantin, and José Szapocznik. "Retaining Ethnic Minority Parents in a Preventive Intervention: The Quality of Group Process." Journal of Primary Prevention 27, no. 4 (2006): 367–89. http://dx.doi.org/10.1007/s10935-006-0043-y.
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Лендак-Кабок, Каролина. "ДЕЦА ДЕВЕДЕСЕТИХ У ВОЈВОДИНИ: МЕШОВИТИ БРАКОВИ И ЕТНИЧКИ ИДЕНТИТЕТ". ГОДИШЊАК ЗА СОЦИОЛОГИЈУ 26, № 1 (2021): 31–50. http://dx.doi.org/10.46630/gsoc.26.2021.03.
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The 1990s Yugoslav wars avoided armed conflicts in Vojvodina, the multiethnic Northern province of Serbia,but the war still bears its consequences. Some argue that the province avoided escalation partly because of the relatively high rate of ethnic intermarriages in the Yugoslav era, which acted as bonds and bridges between the Serbs and ethnic minorities. The 1990s state-funded (Serbian) nationalist propaganda did have detrimental effects on Vojvodinian ethnic minorities which are facing high emigration rates since the 1990s. Ethnic minority millennials might be the group most adversely affected by the 1990s wars, facing open nationalism, alienation, and sidelining. One milestone event in the lives of intermarriage-born millennials was the choice of language instruction (majority or minority) when enrolling in elementary school and secondary school as well. The research aimed to investigate the education element of the many-faceted framework shaping the decisions of parents and the effects those decisions had on millennials and their identity construction. The analysis was based on semi-structured interviews conducted with millennials born into (Serbian – Hungarian) intermarriages and/or exhibiting high levels of acculturation. The findings show that the respondents who enrolled in elementary school in Serbian departed from the ethnic minority group, and even if they cultivated the ethnic minority language, it became a tool for further career advancement, not a bond with their minority group. Interviewees who enrolled in elementary school in a minority language preserved a stronger bond with the ethnic minority group and essentially built an ethnic minority identity. Both groups, regardless of the language of instructions, faced nationalismfuelled incidents during their schooling, which inevitably made them more insecure and vulnerable.
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Verkuyten, Maykel. "Ethnic Attitudes Among Minority and Majority Children: The Role of Ethnic Identification, Peer Group Victimization and Parents." Social Development 11, no. 4 (2002): 558–70. http://dx.doi.org/10.1111/1467-9507.00215.
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Geller, Karly S., Antonia R. Alvarez, Claudio R. Nigg, Aaron Oasay, and Jerson Timbobolan. "Parent and Friend Influences on the Multiple Health Behaviors of Adolescents in Hawai`i." Californian Journal of Health Promotion 12, no. 2 (2014): 55–68. http://dx.doi.org/10.32398/cjhp.v12i2.2150.
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Background and Purpose: The prevalence of youth obesity has increased dramatically in the United States, becoming a severe concern in Hawai`i and disproportionally impacting Filipino youth. The main study objective was to describe the influence of parents and friends on adolescents’ dietary, physical activity, and sedentary behaviors. Methods: We collected quantitative and qualitative data from two classrooms in Hawai`i, from ethnic minority adolescents (N=42; 11th and 12th graders) and their parents (N=31). Participating adolescents were 86% female with a mean age of 16.5 + .6 years, and their parents were 77% female with a mean age of 45.9 + 6.9 years. The majority of participants described themselves as Filipino American. Self-report data were collected via adolescent surveys and follow-up group discussion, as well as individual adolescent-led parent interviews. Quantitative data were descriptive, and qualitative data were conceptualized into underlying themes based on the targeted health behavior and the source of influence (parents and friends). Results: The majority of students reported parents as the dominant influence on their dietary and sedentary behaviors; however, friends were reported as the principal influence on adolescents’ physical activity levels. Parents’ reported a strong dietary influence via home availability, but minimal influence on adolescents’ physical activity. Conclusion: Home food availability and reduced television time are prime targets for family-based interventions among ethnic minority Hawai`ian populations.
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Nguyen, Trang Thi Thuy. "Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective." Language in Society 48, no. 5 (2019): 745–67. http://dx.doi.org/10.1017/s0047404519000678.
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AbstractThis article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*
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Reynolds, Jamila E., Melinda A. Gonzales-Backen, Kimberly A. Allen, et al. "Ethnic–Racial Identity of Black Emerging Adults: The Role of Parenting and Ethnic–Racial Socialization." Journal of Family Issues 38, no. 15 (2016): 2200–2224. http://dx.doi.org/10.1177/0192513x16629181.
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Ethnic–racial identity (ERI) development is important for ethnic–racial minority youth because of its association with their positive adjustment. Guided by Garcia Coll’s ecocultural framework and using survey data from 729 Black college students, we examined the associations between relationships with parents (i.e., disrespect, psychological control, nurturance, and connection), ethnic–racial socialization (ERS), and ERI in hopes of understanding ways to promote ERI formation. Findings from two multiple group models suggested that, among men, nurturance from mothers and fathers was associated with ERI and these associations were mediated by ERS. For women, connection with mothers was associated with ERI through ERS and nurturance from fathers was indirectly and positively associated with ERI through ERS. Contrary to our hypothesis, disrespect from fathers was positively associated with ERI via ERS, but only for women. Findings suggest that both ERS and the parent–child relationship are important for ERI formation among Black emerging adults.
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van Bergen, Diana D., Doret J. de Ruyter, and Trees V. M. Pels. "“Us Against Them” or “All Humans Are Equal”: Intergroup Attitudes and Perceived Parental Socialization of Muslim Immigrant and Native Dutch Youth." Journal of Adolescent Research 32, no. 5 (2016): 559–84. http://dx.doi.org/10.1177/0743558416672007.
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Intergroup attitudes of Muslim immigrant youth and native youth in the Netherlands were examined in relation to perceived parental socialization. Our aim was to gain insights into parent-child (dis)similarity in antagonistic and egalitarian attitudes and to understand differences between these two groups in this respect. Data come from qualitative interviews with 22 Turkish Dutch, Moroccan Dutch, and native Dutch youth (aged 16-22) who were prone either to intergroup antagonism (i.e., held hostile and negative attitudes toward out-groups) or to egalitarianism (held egalitarian attitudes). Interviews were analyzed using the constant comparison method. Results show that in the majority youth group, egalitarianism as well as intergroup antagonism were quite comparable across two generations. The attitudes of Muslim minority youth diverged more from those of their parents and appeared to be related to the pedagogic relationship between parents and children. Minority youth prone to antagonism perceived a lack of adequate parental responses to their negative experiences in the context of Islamophobia. Egalitarian minority youth reported that their parents were quite sensitive to their communications about perceived exclusion and that they responded with advice and support. Findings are discussed with reference to the social learning theory and the ethnic socialization strategies identified by Hughes et al.
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George, M. Anne, Cherylynn Bassani, and Robert W. Armstrong. "Influence of Perceived Racial Discrimination on Health and Behaviour of Immigrant Children in British Columbia." International Journal of Population Research 2012 (April 12, 2012): 1–9. http://dx.doi.org/10.1155/2012/274963.
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This study examines the influence of perceived discrimination on the health and behaviour of ethnic minority immigrant children in British Columbia, Canada. Using data from the New Canadian Children and Youth Study, we examine perceived discrimination experienced by the parent, family, and cultural group in Canada to test the influence of micro-, meso-, and macrolevels of discrimination on children. Families from 6 ethnic backgrounds participated in the study. Parents’ perceptions of the child’s health and six behavioral scales (hyperactivity, prosocial behaviour, emotional problems, aggression, indirect aggression, and a general combined behaviour scale) were examined as outcome variables. After controlling for ethnicity and background variables, our findings suggest that perceived micro- and macrodiscrimination has the greatest influence on the health and behaviour of our immigrant child sample. Variation among ethnic groups provided the largest explanation of health and behavioural discrepancies in our study.
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Diósi, Ágnes, and Ann Buchanan. "Learning from Each other — Professional Gypsy Foster Parents in Hungary." Adoption & Fostering 18, no. 4 (1994): 38–42. http://dx.doi.org/10.1177/030857599401800408.
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Throughout the Czech Republic, Slovakia, Hungary and Romania, a large ethnic minority group, generally known as Gypsies, has for generations suffered from severe discrimination and social ostracism. Ann Buchanan learnt, during visits to child care establishments in the region, that up to ninety per cent of children in state care were children of Gypsy origin. The tragedy is that these children have little chance of obtaining work on leaving care and, as Ágnes Diósi reports here, may not be offered any care at all.
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St. George, Sara M., Elizabeth R. Pulgarón, Dina Ferranti, et al. "A Qualitative Study of Cognitive, Behavioral, and Psychosocial Challenges Associated With Pediatric Type 2 Diabetes in Ethnic Minority Parents and Adolescents." Diabetes Educator 43, no. 2 (2017): 180–89. http://dx.doi.org/10.1177/0145721717691146.
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Purpose The purpose of this descriptive qualitative study was to explore cognitive, behavioral, and psychosocial challenges associated with having and/or parenting an adolescent with pediatric type 2 diabetes (T2D) from the perspectives of ethnic minority parents and adolescents. Methods Ethnic minority (79.2% non-Hispanic black, 29.6% Hispanic) adolescents (n = 14, 78.6% female, 14.7 ± 1.9 years) and their parents (n = 13, 100% female) participated in either individual family interviews or multifamily focus group sessions. Sessions were audio recorded, transcribed, and coded by a team of 4 raters. QSR NVivo 10 was used to perform a content analysis and to extract coded adolescent and parent responses. Results Six themes corresponding to 3 broad categories (cognitive, behavioral, and psychosocial challenges) emerged. Regarding cognitive challenges, families described difficulties learning about a new disease and managing youth knowledge deficits and/or superficial knowledge. In terms of behavioral challenges, parents and adolescents discussed ongoing difficulties with making and maintaining positive youth health behavior changes as well as with ensuring regimen adherence. Finally, managing youth emotions related to diabetes and navigating social relationships with peers and other family members around the disclosure of T2D were the primary psychosocial challenges to emerge. Conclusions Directions for future research include developing and evaluating brief family interventions and adolescent psychosocial screening measures. Recommendations for clinical practice include increasing family knowledge of T2D, enhancing parenting skills for managing youth behavior change, and conducting routine psychosocial screening during follow-up clinic visits.
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Miller, Martin B. "Stability and Variability Across and Within Cultures: Implications for Cognitive Theory." Journal of Cognitive Education and Psychology 4, no. 3 (2005): 329–51. http://dx.doi.org/10.1891/194589505787382694.
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Ethnic diversity is widespread in the modern world, but nations differ in their policies toward ethnic minority groups. Where assimilation of ethnic minorities is allowed or encouraged, a shift in cultural values from those held by the ethnic group to those held in the mainstream is typically part of the assimilation process. Differences in value systems between ethnic groups will affect that process, but so will differences within groups, since individuals will differ as to the extent of their identification with a given ethnic group’s values. Differences between and within groups will affect the ways parents transmit cultural values, whether traditional or mainstream, to their children. A factor is this regard is parenting style, which some theorists contend is also important in the facilitation of children’s cognitive development. Research findings are equivocal on the role of parenting style, including its interaction with parents’ ethnic identification, especially with respect to mediational parenting. It is evident that mediational parenting can facilitate children’s cognitive functioning, but other parenting styles may dominate in successful intergenerational transfer of cultural values.
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Atzaba-Poria, Naama, Alison Pike, and Martyn Barrett. "Internalising and externalising problems in middle childhood: A study of Indian (ethnic minority) and English (ethnic majority) children living in Britain." International Journal of Behavioral Development 28, no. 5 (2004): 449–60. http://dx.doi.org/10.1080/01650250444000171.
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The psychological adjustment of ethnic minority children has received little research attention, particularly in Britain. The present study set out to investigate the adjustment of Indian children living in Britain as well as the adjustment of their English peers. The sample consisted of 125 children (66 Indian and 59 English) between the ages of 7 and 9 years ( M = 8.51, SD = 0.62) and their parents and teachers. Mothers, fathers, and teachers reported about the children’s problem behaviour, and parents also reported on their acculturation strategy and use of their Indian language. Analyses revealed that overall Indian children seem to be well adjusted in Britain. Nevertheless, according to parental reports, they exhibited more internalising problems than did their English peers. No significant differences, however, were found for externalising or total problem behaviour. Furthermore, within the Indian group, it was found that children whose mothers and fathers were more traditional in their acculturation style displayed lower levels of externalising, internalising and total problem behaviour, according to their teachers. In addition, children whose mothers and fathers utilised their Indian language to a greater extent displayed lower levels of externalising and total problem behaviour (teachers’ reports). These findings highlight the importance of examining the adjustment of ethnic minority children in multiple contexts.
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Platt, Lucinda. "Making Education Count: The Effects of Ethnicity and Qualifications on Intergenerational Social Class Mobility." Sociological Review 55, no. 3 (2007): 485–508. http://dx.doi.org/10.1111/j.1467-954x.2007.00715.x.
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This paper examines the role of social class and ethnic group background in determining individuals’ social class destinations. It explores the extent to which these background factors are mediated by educational achievement, and the role of educational qualifications in enabling intergenerational class mobility. To do this, it uses the ONS Longitudinal Study. These data allow us to observe parents’ characteristics during childhood for a group of children of different ethnic groups growing up in England and Wales in the same period and who had reached adulthood by 2001. Results show that the influence of class background on these children's subsequent social class position varied with ethnicity: it was important for the majority, even after taking account of educational qualifications, but had a much smaller role to play for the minority groups. The minority groups made use of education to achieve upward mobility, but to greater effect for some groups than for others. Among those without educational qualifications, minority groups suffered an ‘ethnic penalty’ in relation to higher class outcomes; but for Pakistanis and Bangladeshis, this penalty persisted at all levels of education. These findings challenge the notion that a more equal society can be achieved simply through promoting equality of opportunity through education.
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MOKHTAR, CHRISTINA, and LUCINDA PLATT. "Lone Mothers, Ethnicity and Welfare Dynamics." Journal of Social Policy 39, no. 1 (2009): 95–118. http://dx.doi.org/10.1017/s0047279409990031.
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AbstractThis article investigates the ethnic patterning of exit from means-tested benefits in a UK town. Lone parents in the UK face high risks of poverty and high rates of receipt of means-tested, out-of-work benefits. There has been extensive policy concern with lone parents' poverty and with potential ‘welfare dependency’. Investigation of welfare dynamics has unpacked the notion of welfare dependency, and has stimulated policy to better understand the factors associated with longer rather than shorter durations. However, within this analysis, there has been little attention paid to ethnicity. This is despite the fact that the extensive literature on the UK's minority ethnic groups has emphasised diversity in both rates of lone parenthood and risks of poverty. To date we have little understanding of ethnic variation in lone parents' welfare dynamics. Using a data set drawn from administrative records, this article analyses the chances of leaving means-tested benefit for a set of lone mothers in a single town, exploring whether there is variation by ethnic group. We find that, controlling for basic demographic characteristics, there is little evidence to suggest that ethnicity affects the chances of benefit exit, even between groups where rates of lone parenthood are very different.
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Vihalemm, Triin, and Veronika Kalmus. "Mental Structures in Transition Culture." East European Politics and Societies: and Cultures 22, no. 4 (2008): 901–27. http://dx.doi.org/10.1177/0888325408316537.
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Based on the concept of transition culture, the article discusses patterns of generational continuity and disruption in post-Soviet Estonia. We suggest a tool for meso-level analysis: factor structures of self-identification and value orientations. The empirical analysis of population survey data collected in 2005 shows that such mental structures have significant correlations with indices of perceptions about social changes and everyday social and cultural practices. Our analysis focuses on mental patterns of three generations among two main ethno-linguistic groups: ethnic Estonians and the Russian minority. The results reveal considerable differentiation between older and younger generations. We suggest that post-Soviet transition has brought about generational disruption in cultural reproduction, which is particularly visible among the ethnic minority group: Russian youngsters differ from their parents to a greater extent than do young Estonians from theirs. Moreover, the mental patterns of young Estonians and Russians have common elements.
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Brager, Jenna, Susan M. Breitenstein, Hailey Miller, and Deborah Gross. "Low-Income Parents’ Perceptions of and Engagement With a Digital Behavioral Parent Training Program: A Mixed-Methods Study." Journal of the American Psychiatric Nurses Association 27, no. 1 (2019): 33–43. http://dx.doi.org/10.1177/1078390319872534.
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BACKGROUND: Parent training is a method for strengthening parenting skills, reducing child behavior problems, and promoting positive parent–child relationships. However, few parents have access to these evidence-based programs. The ezParent program, a tablet-based delivery adaptation of the group-based Chicago Parent Program, is a parent training program designed to address the needs of families raising young children in urban poverty. AIMS: This study aimed to explore (a) parents’ perceptions of the benefits and barriers associated with their use of the ezParent program and (b) the ways in which the ezParent components and perceived usability varied by program use (module completion). METHOD: An explanatory mixed-methods design was used with the overall intent to use the qualitative data to help explain in greater detail the quantitative results. RESULTS: Fifty-nine parents of 2- to 5-year-old children from two pediatric primary care clinics serving predominantly low-income and racial/ethnic minority families in Chicago (Cohort 1) and Baltimore (Cohort 2) participated in follow-up interviews. Among those interviewed, 23 (38.9.5%) parents completed all six modules and 12 parents (20.3%) completed none of the modules. However, of those 12, 8 (67%) logged in to the program and completed portions of Module 1. Parents who completed more modules reported more program benefits, and those who completed fewer modules reported more barriers. CONCLUSIONS: Exploring users’ experience with current digital applications, researchers and application developers can better design future tablet-based interventions to be both effective and acceptable by consumers.
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Bernhard, Judith K., Marlinda Freire, and Veronica Pacini-Ketchabaw. "Support for parent participation in primary school." education policy analysis archives 8 (November 16, 2000): 52. http://dx.doi.org/10.14507/epaa.v8n52.2000.
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This article describes how a group of Latin American parents became more effective in their dealings with their childrens schools, a mainstream Canadian institution. Ethnicity, along with race, gender, and social class, is a critical determinant in of the interactions between schools and any group of newcomers to a society, particularly when those newcomers are an ethnic minority. Over an eight-month period, twelve Latin American parents met monthly to discuss aspects of their childrens experience with the Canadian educational system. These parents learned to collaborate with teachers and expressed their needs, but also affirmed their ethno-cultural differences. The positive feedback on their activities led to unforeseen gains, not just in relation to education and the schools. This exploratory study focuses on how the experience helped the parents to better comprehend what is expected of them in the support of their childrens schooling while retaining their own cultural assets. This study may serve as a possible model of adaptation for newcomer groups in their efforts to integrate in the school system.
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COOPER, HELEN, CHRIS SMAJE, and SARA ARBER. "Equity in Health Service Use by Children: Examining the Ethnic Paradox." Journal of Social Policy 28, no. 3 (1999): 457–78. http://dx.doi.org/10.1017/s0047279499005656.
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This article investigates whether equity is achieved in health service utilisation by children and young people aged 0–19 years. Data from the British General Household Survey 1991–4 is used to examine the influence of ethnicity, along with social class, housing tenure, family structure and employment of parents on the use of general practitioner, outpatient and inpatient services. Health status is the most powerful predictor of use for each health service and there is no evidence of socioeconomic inequalities. However, a clear ‘ethnic paradox’ persists after controlling for socioeconomic and demographic factors. South Asian children have a higher utilisation of GP services than any other ethnic group, but the use of hospital services is lower for children in all minority ethnic groups relative to the white population. Possible explanations for this paradox are examined in relation to indirect indicators of service quality. There is no evidence to suggest that South Asian children visit the doctor more frequently for a given illness episode than white children, but having a non-UK- born mother is associated with increased consultation and reduced use of outpatient services relative to UK-born South Asian parents.
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Misra, Supriya, Bizu Gelaye, Karestan C. Koenen, et al. "Early Parental Death and Risk of Psychosis in Offspring: A Six-Country Case-Control Study." Journal of Clinical Medicine 8, no. 7 (2019): 1081. http://dx.doi.org/10.3390/jcm8071081.
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Evidence for early parental death as a risk factor for psychosis in offspring is inconclusive. We analyzed data from a six-country, case-control study to examine the associations of early parental death, type of death (maternal, paternal, both), and child’s age at death with psychosis, both overall and by ethnic group. In fully adjusted multivariable mixed-effects logistic regression models, experiencing early parental death was associated with 1.54-fold greater odds of psychosis (95% confidence interval (CI): 1.23, 1.92). Experiencing maternal death had 2.27-fold greater odds (95% CI: 1.18, 4.37), paternal death had 1.14-fold greater odds (95% CI: 0.79, 1.64), and both deaths had 4.42-fold greater odds (95% CI: 2.57, 7.60) of psychosis compared with no early parental death. Experiencing parental death between 11 and 16 years of age had 2.03-fold greater odds of psychosis than experiencing it before five years of age (95% CI: 1.02, 4.04). In stratified analyses, experiencing the death of both parents had 9.22-fold greater odds of psychosis among minority ethnic groups (95% CI: 2.02–28.02) and no elevated odds among the ethnic majority (odds ratio (OR): 0.96; 95% CI: 0.10–8.97), which could be due in part to the higher prevalence of early parental death among minority ethnic groups but should be interpreted cautiously given the wide confidence intervals.
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Tse, Shek Kam, Emily Y. W. Pang, Heiken To, Pik Fong Tsui, and Lu Sai Lam. "Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children." Journal of Language Teaching and Research 12, no. 2 (2021): 234. http://dx.doi.org/10.17507/jltr.1202.03.
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A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning.
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YANG, MIAOYAN. "Interior China as the (Desired) Destination: Educational Mobilities, the Reflexive Project of the Self, and Ethnic Han Youth with Tibet Household Registration." Harvard Educational Review 91, no. 2 (2021): 227–47. http://dx.doi.org/10.17763/1943-5045-91.2.227.
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In this article, Miaoyan Yang examines the identity struggles of a group of youth from China’s majority ethnic Han group. As children of “in-Tibet cadres,” these Han youth were deemed “privileged” in their educational opportunities as compared with both Han students from interior China and ethnic Tibetan minority students from Tibet whose first language was not Chinese. This was because at young ages they could move to economically developed interior cities for their secondary education through a state-run Interior Tibet Class program. While participation in this program ensured these students’ placement in China’s key universities, the price of the privilege included continual involuntary relocations, long-term separation from their home communities, a sense of insecurity and marginalization, and emotional alienation from their parents. This study engages the theory of the reflexive project of the self by discerning how mobility and politics impact the place-making and life planning of individuals in their identity constructions.
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Lal, Barbara Ballis. "Ethnic Identity Entrepreneurs: Their Role in Transracial and Intercountry Adoptions." Asian and Pacific Migration Journal 6, no. 3-4 (1997): 385–413. http://dx.doi.org/10.1177/011719689700600307.
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Three attributes characterize ethnic identity entrepreneurs. First, ethnic identity entrepreneurs appeal to an essentialized image of identity in which ethnicity ‘trumps' all other bases of affiliation and authenticity. Second, ethnic identity entrepreneurs invoke this essentialized identity and group membership to justify a claim to, or, monopolization of, scarce resources and entitlements by way of a process of social closure. Third, the activities of ethnic identity entrepreneurs which are often initially motivated by the desire to open up options and to facilitate choice among members, induce conformity and functions as a mechanism of social control. In this paper I emphasize a particular subset of ethnic identity entrepreneurs, namely, those who represent subordinate/minority groups and who work in bureaucracies -whether governmental or community based- and who have acquired a very extensive power by virtue of their office and their professional expertise, which enables them to construct and enforce their specific conceptions of what ethnic identity is and the cultural requirements this essentialized identity entails. Illustrative of these processes is the role of the social worker ethnic identity entrepreneur in formulating policies inhibiting both domestic transracial and transnational adoption which more and more frequently is involving moving children without parents or a permanent home from the Asian Pacific region to families in the United States or Britain.
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van der Tas, Justin T., Lea Kragt, Jaap J. S. Veerkamp, et al. "Ethnic Disparities in Dental Caries among Six-Year-Old Children in the Netherlands." Caries Research 50, no. 5 (2016): 489–97. http://dx.doi.org/10.1159/000448663.
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The aim of this study was to investigate potential differences in caries prevalence of children from ethnic minority groups compared to native Dutch children and the influence of socio-economic status (SES) and parent-reported oral health behaviour on this association. The study had a cross-sectional design, embedded in a population-based prospective multi-ethnic cohort study. 4,306 children with information on caries experience, belonging to 7 different ethnic groups, participated in this study. The decayed, missing, and filled teeth (dmft) index was assessed at the age of 6 and categorized in two ways for analysis: children without caries (dmft = 0) versus any caries experience (dmft >0) and children without caries (dmft = 0) versus children with mild caries (dmft = 1-3) or severe caries (dmft >3). Compared to native Dutch children, children with a Surinamese-Hindustani, Surinamese-Creole, Turkish, Moroccan, and Cape Verdean background had significantly higher odds for dental caries. Especially the Surinamese-Hindustani, Turkish, and Moroccan group had significantly higher odds for severe dental caries. Household income and educational level of the mother explained up to 43% of the association between ethnicity and dental caries, whereas parent-reported oral health behaviour did not mediate the association. Alarming disparities in caries prevalence between different ethnic (minority) groups exist, which cannot be fully explained by social inequalities. Public health strategies can apply this new knowledge and specifically focus on the reduction of ethnic disparities in oral health. More research is needed to explain the high caries prevalence among different ethnic minority groups.
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Drewski, Daniel, and Julia Tuppat. "Migration and the plurality of ethnic boundary work: A qualitative interview study of naming practices of migrants from former Yugoslavia in Germany." Ethnicities 21, no. 4 (2021): 706–29. http://dx.doi.org/10.1177/14687968211010764.
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Most research on migration and ethnic boundaries is concerned with boundaries between a specific migrant minority and the ‘majority society’ in the destination country. However, migrant groups are not homogenous; within-group boundaries that are relevant in their context of origin may also play a role in the host context. Focusing on migrants from former Yugoslavia, we analyse the relevance of ethnic boundaries between Bosniaks, Serbs and Croats in Germany. We do so by interpreting migrant parents’ practices of first-name giving as instances of ethnic boundary work. In the case of migrants from former Yugoslavia, first names are a salient marker of ethnic affiliation. Based on 22 semi-structured interviews, we distinguish between three types of ethnic boundary work based on first-name giving. ‘Particularists ’ wish to express their ethnic affiliation via first names, and they maintain ethnic boundaries both towards the German majority society as well as other ethnic groups from former Yugoslavia. In contrast, ‘cosmopolitans’ reject names with specific ethnic references and base their choice on personal taste, often opting for international names, thereby rejecting ethnic boundaries towards other former Yugoslav groups. Finally, ‘negotiators’ stand in between. They blur boundaries towards the German majority society, but maintain boundaries towards other ex-Yugoslav ethnic groups. Overall, we find that ex-Yugoslav migrants’ strategies of ethnic boundary work are shaped by a multiplicity of reference groups, not just the relationship with the German majority society.
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Mugaddam, Abdelrahim Hamid, Dhahawi Salih Ali Garri, and Abdelbasit Alnour. "Language Policy and Conflict as Learning Barriers: The Plight of Linguistic Minority Schoolchildren in Darfur, Sudan." World Journal of Education 10, no. 2 (2020): 1. http://dx.doi.org/10.5430/wje.v10n2p1.
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This paper investigates learning difficulties of the linguistic minority schoolchildren (LMS) in Darfur, Sudan, in the contexts of the current conflict and the official monolingual policy. Employing quantitative and qualitative data gathering tools, we examined how the LMS at the internally displaced persons (IDPs) camps were educationally disadvantaged due to their low proficiency in Arabic, curricula developed insensitively to their identities and cultures, and how parents and teachers perceived of teaching the children in Arabic as the sole medium of instruction. The study concluded that monolingualism in education resulted in the underachievement of the IDPs schoolchildren; the vast majority of the parents and a great number of teachers believed the children could have achieved better had the teachers used, besides Arabic, native languages in teaching; and that learning of the children could be improved if their ethnic identities and cultures were integrated in curricula. Preferences of teaching the children in Arabic among the parents were primarily attributed to the current conflict, which gave rise to the revitalisation of native languages in Darfur. The teachers’ preferences thereof, however, differed – crudely traceable between one group of monolingual supporters whose perceptions were informed by their internalised state ideology of Arabicisation and another group of multilingual proponents whose viewpoints were derived from the trendy approaches favouring multilingualism in education. The findings also suggested that the government deliberately distanced itself from taking remedial interventions to mitigate the underachievement of the children with the expectation the displacement would expedite their linguistic and cultural assimilation, which have not only rendered them the most linguistically disenfranchised children in Sudan, but created the most profound de facto government language policy of its kind as well.
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Säävälä, Minna, Elina Turjanmaa, and Anne Alitolppa-Niitamo. "Immigrant home-school information flows in Finnish comprehensive schools." International Journal of Migration, Health and Social Care 13, no. 1 (2017): 39–52. http://dx.doi.org/10.1108/ijmhsc-10-2015-0040.
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Purpose School is an institution that provides an opportunity to improve children’s equity and wellbeing and to bridge the potential disadvantage related to ethnic- or language-minority backgrounds. Information sharing between immigrant homes and school can enhance school achievement, support positive identity formation and provide early support when needed. In this paper, the perspectives of immigrant parents, school welfare personnel and school-going adolescents are analysed in order to understand how they see their respective roles in information flows between home and school. The paper aims to discuss these issues. Design/methodology/approach The data consist of qualitative group and individual interviews of 34 representatives of school personnel, 13 immigrant parents and 81 young people who have experienced immigration, in the metropolitan area of Helsinki, Finland. Findings Despite general goodwill, school personnel may fail to secure the flow of information. Due to structural power imbalance, school personnel are often incapable of engaging the parents in dialogical discourse. Young people of immigrant background in turn try to manipulate the information flow in order to protect their family and ethnic group and to cope with pressures from parents. The patterns of information flows in school as a social field reproduce immigrant homes as subaltern. Adolescents act in a strategically important juncture of information flows between immigrant home and school, which indicates that home-school interaction is actually a triad. Social implications Awareness building among school personnel is vital for equity and wellbeing of children of immigrant families. Originality/value This triangulated analysis of patterned information flows in school as a social field provides a fresh perspective to those working with children of immigrant families.
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Shahid, Swarngit K., Jennifer H. Godson, Sonia A. Williams, and Joanne Nykol. "Obtaining Informed Consent for Children Receiving Dental Care: A Pilot Study." Primary Dental Care os15, no. 1 (2008): 17–22. http://dx.doi.org/10.1308/135576108783328391.
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Aim To explore the outcome of the consent process with parents/carers of children of different ethnic minority backgrounds in a primary care salaried dental service setting. Materials and Methods One hundred parents of children were recruited to the study. The sample was balanced by ethnicity (White and Pakistani) and type of care (routine and general anaesthesia [GA]). Subjects were interviewed using a questionnaire enquiring about the various aspects of the consent process. Results For routine care, 53% of parents were unaware of the type of pain relief to be used. The majority (78%) knew of the benefits of treatment but few (7%) were aware of risks or alternative treatment options (5%). Significantly more White parents were able to recall the treatment their child was to receive compared with Pakistani parents ( P<0.01). With respect to GA, there were no significant differences according to ethnicity. Most parents (95%) could recall risks of treatment and 72% of parents could report benefits; however, only 20% could recall discussion of alternative treatment options. Conclusion For procedures involving GA, consent is more likely to be informed. For routine care, a more structured approach is required and Pakistani parents in particular need more support. A third of all parents (routine and GA group) felt that they had not been involved in the final treatment decision.
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Hutchinson, G., and K. McKenzie. "What is an Afro-Caribbean? Implications for psychiatric research." Psychiatric Bulletin 19, no. 11 (1995): 700–702. http://dx.doi.org/10.1192/pb.19.11.700.
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The term Afro-Caribbean is used to describe black people of Caribbean origin in Britain. Migrants from the Caribbean, their children and their children's children are all covered by this term. The group as a whole is reported to have a higher incidence rate of schizophrenia than white groups, (King et al 1994), and British-born children of Caribbean parents have an even higher rate (Harrison et al, 1988). These reports have led to the hypothesis that Afro-Caribbeans may have a special vulnerability to schizophrenia. While limitations to these studies have been identified, (Wessly et al 1991) none has sought to question the use of the term Afro-Caribbean as a valid and reliable ethnic grouping. If we are to be able to produce good hypotheses for the aetiology of the reported increases in incidence, or to produce research which is useful to Black and ethnic minority groups, we need a clear understanding of the people under study.
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Tse, Shek Kam, Heiken To, Pik Fong Tsui, Victor Laing, Lu Sai Lam, and Mei Chi Kwok. "Targeted Individual Support for Ethnic Minority Preschoolers in the Silent Period in Learning Chinese." Theory and Practice in Language Studies 11, no. 6 (2021): 595–605. http://dx.doi.org/10.17507/tpls.1106.02.
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The silent period is most frequently used to describe the period of second language (L2) acquisition where the learner displays no obvious language output. In Hong Kong, ethnic minority (EM) preschoolers face challenges on home, school and community levels in learning Chinese as a second language, meaning that for those in the silent period, it may particularly difficult to begin speaking Chinese, leading to slower language development. A support service was established, targeting EM preschoolers in Hong Kong who are experiencing the silent period in learning Chinese as a second language. Volunteer teachers conduct individual, one-to-one training with these preschoolers at their homes or at community centers. This study aims to explore the approximate length of the silent period for EM preschoolers in learning Chinese as a second language, comparing the effect of receiving the support as opposed to none, and identify perceived effective practices in the targeted individual support, using a mixed methods approach. Analysis on speaking scores of the Language Progression Framework (LPF) revealed that the average silent period without support lasted for approximately two years, which can be shortened by half a year with the support service. A case study on a preschooler and a semi-structured focus group interview with volunteer teachers revealed perceived effective practices including interesting activities and teaching materials, opportunities for social interaction with peers, establishing rapport between teachers and their preschoolers, and a positive attitude from parents in supporting their children in learning Chinese. Implications for EM preschoolers learning Chinese, integration with the local community, teaching practices and policy making are discussed.
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Petrović, J. "Language practices of the Romani community in Serbia: Inclusion or response to the stigma?" RUDN Journal of Sociology 19, no. 2 (2019): 212–21. http://dx.doi.org/10.22363/2313-2272-2019-19-2-212-221.
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The results of the research presented in the article are part of the findings of the study conducted in 2014 within the project Social and Cultural Potential of the Romani Ethnic Community in Serbia. The survey was based on the stratified sample of 1,212 respondents and conducted by a team of researchers representing four universities of Serbia. One of the aims of the research was to identify the prevailing language practices of the Romani community in Serbia. The paper presents the results of the study of the attitudes of the Romani to the use of language and their language practices focusing on such issues as the assessment of the importance of the Romani language in expressing their identity, the use of the Romani language in everyday communication in various social contexts, and the estimates of the significance of this symbolic capital in education as expressed in the parents ideas and attempts to ensure that their children are educated in their mother tongue. The results of the survey proved that the Romani community’s attitudes to language and language practice are an expression of the general social position of this group, i.e. a minority ethnic group in the Serbian society. Therefore, its language practices are determined by the need to preserve the Romani community’s identity and by uneven distribution of social power between majority and minority communities. Thus, social power (or powerlessness) ensures legitimacy for the use of a specific language in certain social situations. Considering the Romani ethnic community, the use of the mother tongue is reduced to the domain of private communication with some of the Romani people renouncing the use of their native language and hiding their ethical identity. The study proves that linguistic mimicry serves as a way to avoid social stigmatization.
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Moore, Amanda P., Kristina Nanthagopan, Grace Hammond, Peter Milligan, and Louise M. Goff. "Influence of weaning timing advice and associated weaning behaviours in a survey of black and minority ethnic groups in the UK." Public Health Nutrition 17, no. 9 (2013): 2094–103. http://dx.doi.org/10.1017/s1368980013002383.
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AbstractObjectiveTo assess understanding of the Department of Health weaning guidelines and weaning influences in a self-selected sample of black and minority ethnic (BME) parents, residing in London.DesignA face-to-face, questionnaire-facilitated survey among Black African, Black Caribbean and South Asian parents.SettingAn opportunistic sample of parents was recruited from Sure Start centres, churches and play groups across key London boroughs.SubjectsThree hundred and forty-nine interviews were included; 107 Black African, fifty-four Black Caribbean, 120 South Asian and sixty-four of Black mixed-race ethnicity.ResultsFifty-two per cent of Black and 66 % of South Asian parents had accurate understanding of the guidelines. Inaccurate knowledge of the guidelines was associated with weaning before 17 weeks (P < 0·001); 36 % of Black Africans and 31 % of Black Caribbeans were weaned before 4 months compared with 16 % of South Asians. All BME groups were most influenced by weaning information from the previous generations of mothers in their families, which was associated with earlier weaning (21·5 (sd 6·5) v. 24·1 (sd 4·2) weeks; F(2,328) = 5·79, P = 0·003), and less so by professional infant feeding advice, which was associated with a later weaning age (23·7 (sd 5·1) v. 20·7 (sd 5·7) weeks; F(1,344) = 34·7, P < 0·001).ConclusionsLack of awareness of the Department of Health weaning guidelines is common among these BME populations, whose weaning behaviour is strongly influenced by informal advice. Further research is necessary to elucidate the influences on weaning in these populations and to facilitate the development of infant feeding support which is salient for BME groups in the UK.
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Clycq, Noel. "‘I’m a genuine Italian, but not a genuine Italian’: Complex and shifting strategies of ethnic and moral boundary making in the narratives of Italian minority parents in Flanders." Current Sociology 67, no. 3 (2018): 365–82. http://dx.doi.org/10.1177/0011392118807521.
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It is well-documented in (ethnic) identity research that individuals to a large extent construct an identity they feel comfortable with. However, this is not an easy task and one’s identity is, for some more than for others, under constant pressure to be reflected upon and reconstructed. At the same time many individuals often feel that there is a core element in their (ethnic) identity that does not change and remains stable. Based upon 13 in-depth interviews with Italian origin parents in Flanders, this article discusses what might be a constant mechanism underlying identification processes for this group of individuals: the presentation of the self as morally good and valuable. However, to be able to do this, the Italian origin participants in this study have to develop a variety of sometimes contradictory strategies. In a Flemish society where their Italian ethnicity is not questioned or problematized, the participants seem very keen to underline how ethnically different from the Flemish-Belgian majority they are. Yet, at other times they present themselves as much more similar to this majority group when discussing other minority groups, in particular Muslims. However, the most striking group reconstruction occurs when participants use the example of ‘genuine Italians’ to differentiate themselves from a specific group of Italians, while at the same time stressing they are genuine Italians themselves. When studying these various strategies from the perspective of presentation of the self as morally good and valuable, it becomes clear why these seemingly contradictory strategies do not at all feel contradictory to the participants. The findings show how strong the need for such a recognition of the self is.
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Kandeh, Mariama Seray, Mariama Korrca Kandeh, Nicola Martin, and Joanna Krupa. "Autism in black, Asian and minority ethnic communities: a report on the first Autism Voice UK Symposium." Advances in Autism 6, no. 2 (2020): 165–75. http://dx.doi.org/10.1108/aia-12-2018-0051.
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Purpose Little is known about the way autism is interpreted and accepted among the black, Asian and minority ethnic (BAME) populations in the UK. This report summarises a Symposium on autism in the UK-BAME community in 2018, organised by Autism Voice UK, Participatory Autism Research Collective and the Critical Autism and Disabilities Studies Research Group at London South Bank University. Design/methodology/approach The stance a family or community takes about a condition such as autism is influenced by their cultural background. The aims of the Symposium were to highlight different perspectives about autism in BAME communities and to preserve the cultural dignity of the community in supporting autistic members. Beliefs about autism, its diagnosis and acceptance of and support for autistic people from a specific cultural perspective of BAME communities must be cautiously interpreted by autism professionals because beliefs vary among different cultural groups. Findings Thematic analysis of feedback from participants yielded the following foci. Firstly, cultural, ethnic and religious sensitivities were important to participants who felt that these were often ignored by non-BAME professionals. Secondly, the need for collaboration to improve autism awareness within the community and understanding by professionals of the intersectionality between autism and identity in BAME families was prioritised. Thirdly, issues around feelings of stigma were common, but delegates felt that these were not well understood beyond people identifying as BAME. Originality/value An action plan was created which highlighted raising public awareness through community engagement, improvement of access to information for parents and culturally aware autism education for professionals and BAME communities.
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Scott, Stephen. "Do Parenting Programmes for Severe Child Antisocial Behaviour Work over the Longer Term, and for Whom? One Year follow-up of a Multi-Centre Controlled Trial." Behavioural and Cognitive Psychotherapy 33, no. 4 (2005): 403–21. http://dx.doi.org/10.1017/s135246580500233x.
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The aim of the study was to see whether there were lasting effects of a behaviourally-based group parenting programme when delivered in a real life, regular clinical practice setting. Follow-up was one year after the end of a controlled trial that involved four local child and adolescent mental health services in London and Southern England. The participants were fifty-nine children aged 3–8 years referred with antisocial behaviour, whose parents received the Webster-Stratton Incredible Years basic videotape group programme. Those in the waiting list control group were not followed up as some went on to receive the same intervention. Measures included the semi-structured parent interview (PACS) and questionnaire (SDQ) about child behaviour. At follow-up, the original improvement in the intervention group was found to have persisted, with no loss of treatment effectiveness (effect size compared to pre-treatment score 0.91 standard deviations, compared to post treatment score −0.06 SD). The proportion of children in the clinical range before treatment was 68%, at follow-up 37%. Children with the most severe initial problems changed the most; risk factors such as low income, being a lone parent, or being in an ethnic minority did not reduce treatment effectiveness. Parenting groups can reduce serious child antisocial behaviour effectively in the longer term. This is an important ongoing benefit for the children and their families. If this trajectory continues to be maintained in the future, then the poor long-term prognosis, which includes criminality and social exclusion, is likely to be improved.
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Lu, Yi, Anna Pearce, and Leah Li. "Ethnic differences in height growth trajectories and early life factors: findings from the UK Millennium Cohort Study." Longitudinal and Life Course Studies 11, no. 1 (2020): 105–19. http://dx.doi.org/10.1332/175795919x15719917311075.
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Height growth is an important biomarker for early life exposures that influence later disease risk. Previous studies show that ethnic minority children in the UK tend to be born lighter but experience more rapid infancy growth than White peers. However, whether subsequent child-to-adolescent growth differs by ethnic group is insufficiently understood. We used the data from 15,239 singletons in the UK Millennium Cohort Study and applied mixed-effects cubic growth models to examine ethnic differences in height trajectories between 3y and 14y. Models were subsequently adjusted for potential early life explanatory factors. Compared with White counterparts, South Asian children had lower birthweight and shorter parents on average, but were slightly taller at 3y by 0.5cm [95% CI: 0.2–0.9] and had comparable childhood and adolescent trajectories, except that girls had a slower growth in adolescence. Height of South Asians relative to White children increased after adjusting for birthweight (taller by 1.3cm at 3y). Black African/Caribbeans were taller than White children at all ages between 3y and 14y (at 3y boys: 2.2cm, 1.2–2.7; girls: 3.2cm, 2.6–3.8) with height differences widening in childhood and reducing in adolescence. Adjustment for potential explanatory factors did not alter these differences. Despite having lower birthweight, contemporary UK South Asian children had comparable child-to-adolescent growth as White children. Black African/Caribbeans were considerably taller than other ethnic groups. Future research is needed in understanding the role of genetic and other environmental factors (such as diet) in these distinct growth patterns across ethnic groups and their health implications.
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Ditlevsen, Kia, and Annemette Nielsen. "Setting limits in uneasy times – healthy diets in underprivileged families." International Journal of Migration, Health and Social Care 12, no. 4 (2016): 225–37. http://dx.doi.org/10.1108/ijmhsc-07-2015-0023.
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Purpose The purpose of this paper is to provide knowledge on barriers to preventive action on early childhood overweight in non-western migrant families. It investigates the underlying understandings of the parental role in relation to weight control present in health-care professionals and in families. Design/methodology/approach The study is based on qualitative interviews with parents who are engaged in interventions aimed at helping them and their children to adopt a healthier life style, and on interviews with health-care professionals. Findings This study shows that the participating parents, all low SES and living under different forms of insecurity, perceived their parental task for the present as creating well-being for their children, and they were, therefore, reluctant to enforce dietary changes. The health-care professionals, in contrast, considered the need for change through a perspective on future risks. Research limitations/implications The results are based on a rather small sample and the link between insecurity, family dynamics and health practice needs further research. Originality/value The participating parents represented a group that is rarely included in scientific research and the study, therefore, contributes valuable knowledge on health behavior in ethnic minority families. The empirical analysis provides new insights for health professionals regarding the suitability of the universal model of parental feeding styles. It illuminates the implications of implicitly applying this model in health interventions which involve vulnerable categories of parents such as refugees to western societies.
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Quebles, Irina, Olga Solomon, Kathryn A. Smith, et al. "Racial and Ethnic Differences in Behavioral Problems and Medication Use Among Children With Autism Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 125, no. 5 (2020): 369–88. http://dx.doi.org/10.1352/1944-7558-125.5.369.
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Abstract We examined racial and ethnic differences in the prevalence of behavioral problems measured by the Child Behavioral Checklist (CBCL), sleep disturbances measured by the Child Sleep Habits Questionnaire (CSHQ), and medication use among children with Autism Spectrum Disorders (ASD). We analyzed data from the Autism Treatment Network (ATN) dataset for 2,576 children ages 6 to 18 years of age diagnosed with ASD. Multivariable logistic regression accounting for age, gender, Diagnostic and Statistical Manual of Mental Disorders (4th Edition – Text Revision), diagnosis (Autistic Disorder, PDD-NOS, Asperger's Disorder), and parents' education did not show any racial or ethnic differences in behavioral challenges, conduct problems, or sleep disturbances for any of the groups, but Black children had lower odds of Total Problem Behaviors and Asian children had lower odds of Hyperactivity compared to White children. As a group, children from racial and ethnic minorities had lower odds of Total Problem Behaviors and Conduct Problems compared to White children. Hispanic children had lower odds of medication use for Behavioral Challenges, Total Problem Behaviors, Hyperactivity, and Conduct Problems. Asian children had lower odds of medication use for Behavioral Challenges, Total Problem Behaviors, and Hyperactivity; and had close to lower odds in medication use for Conduct Problems. Black children had lower odds for medication use for Total Problem Behaviors only. As a group, children from racial and ethnic minorities had lower odds for medication use for Behavioral Challenges, Total Problem Behaviors, Hyperactivity, and Conduct problems, but not for Sleep Disturbances. While these results are consistent with previous studies showing that White children are significantly more likely to receive psychotropic medication compared to children from racial and ethnic minority groups, we found no such differences for sleep challenges, suggesting that they are more consistently identified and equitably treated than other behavioral problems associated with ASD. We draw upon Andersen's (1995) Behavioral Model of Healthcare Use to suggest predisposing, enabling, and needs factors that may contribute to this pattern of racial and ethnic differences in the use of medications among children ASD.
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Ernst, Mary E., Jessica Roberts Williams, and Brian E. McCabe. "Racial/Ethnic Differences in Stress, Coping, and Distress Among Mothers With a Child in the ICU." American Journal of Critical Care 30, no. 4 (2021): 275–84. http://dx.doi.org/10.4037/ajcc2021416.
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Background Having a child in the intensive care unit (ICU) is a stressful event that can cause negative mental health outcomes for parents, but little is known about the experience of parental stress among members of racial/ethnic minority groups. Objective To examine the stress and coping process in a racially/ethnically diverse sample of mothers of a child who was acutely admitted to an ICU. Methods Participants (N = 103) completed a cross-sectional self-report survey; 86.4% completed it within a week of their child’s ICU admission. Analysis of variance was used to examine racial/ethnic differences in perceived ICU-related stressors, coping behaviors, and distress level. Linear regression was used to examine the moderating effects of race/ethnicity on the relationships between stressors, coping behaviors, and distress. Results Mothers across racial group experienced similar stressors during the acute phase of their child’s ICU admission. African American mothers reported greater overall use of coping behaviors, particularly avoidance coping, and experienced higher levels of distress than did Hispanic or non-Hispanic White mothers. Hispanic mothers experienced the least distress. The interaction of race/ethnicity and emotion-focused coping moderated the stress and coping process. Conclusions Racial and ethnic diversity in sampling should be a priority in future studies of the stress and coping process of mothers with a child in an ICU. Critical care nurses should minimize known stressors for these mothers and encourage and support their preferred coping behaviors, recognizing that these may differ across racial/ethnic groups.
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Iqbal, Humera, and Susan Golombok. "The Generation Game: Parenting and Child Outcomes in Second-Generation South Asian Immigrant Families in Britain." Journal of Cross-Cultural Psychology 49, no. 1 (2017): 25–43. http://dx.doi.org/10.1177/0022022117736039.
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Despite much research being conducted around identity and acculturation, immigrant groups are often collectively considered according to ethnicity with broad policy recommendations applied to them. The role of generational status is frequently ignored. This article reveals findings from an in-depth interview and questionnaire-based assessment of parenting quality and parent–child relationships, child psychological adjustment, and contextual factors in 90 second-generation Indian, Pakistani, and White British mothers with 5- to 7-year-old children living in minority dense urban areas of the United Kingdom. The analysis aimed to understand second-generation parenting in more depth and to explore similarities and differences between the three British-born groups. Standardized interviews and questionnaires were used to quantitatively measure parenting and child adjustment across a number of constructs. The study found positive levels of child adjustment across all groups. Similarities were found between family types for some aspects of parenting quality. Identified differences were generally reflected between the Pakistani and White mothers, with the Indian mothers lying between the two, including child supervision and discipline, levels of religiousness, and ethnic identity (all higher in the Pakistani group). The current findings relating to second-generation mothers and their children did not support the negative assumptions which are often associated with ethnic minority families. The findings also increase understanding of effective parenting processes across different ethnic groups.
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Du, Juan, and Andy P. Field. "Adolescents’ Peer Friendship and Anxiety and Depression among First-Generation Immigrant BAME Families in the UK." Genealogy 4, no. 2 (2020): 62. http://dx.doi.org/10.3390/genealogy4020062.
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There is equivocal evidence on how being a child in a Black, Asian and Minority Ethnic (BAME) immigrant family affects internalizing symptoms such as anxiety. This cross-sectional study examined the relationships between peer friendships and anxiety/depression symptoms in BAME immigrant adolescents (IA) and white native adolescents (WNA). Method: Sixty-two adolescents from the UK (IA = 26, WNA = 36, mean age = 14 years) were assessed on close friendship, social competence, social anxiety, and depression. Immigrant family parents (n = 23) were also assessed on cultural orientation. There were no significant differences in anxiety and depression between groups. Bayes factors supported the conclusion that the groups did not differ. However, IA and WNA groups had different patterns of associations between close friendship/social competence and anxiety and depression symptoms. Close friendships were more strongly associated with lower anxiety/depression in IAs than WNAs, and social competence was more strongly associated with lower anxiety/depression in WNAs than IAs. Moderation analyses indicated that the relationship between close friendship and social and separation anxiety was significantly moderated by ethnic group, as was the relationship between social competence and generalized anxiety. The findings suggest that social and separation anxiety are more strongly associated with close friendships for BAME immigrant children than for non-immigrant adolescents. As such, activities that help BAME immigrant children to foster close relationships may have positive effects on their well-being.
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Lindsay, Ana, Carlos Moura Arruda, Márcia Tavares Machado, Gabriela De Andrade, and Mary Greaney. "Exploring Brazilian Immigrant Mothers’ Beliefs, Attitudes, and Practices Related to Their Preschool-Age Children’s Sleep and Bedtime Routines: A Qualitative Study Conducted in the United States." International Journal of Environmental Research and Public Health 15, no. 9 (2018): 1923. http://dx.doi.org/10.3390/ijerph15091923.
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In the United States (US), racial/ethnic minority children, low-income children, and children of immigrant families are at increased risk of childhood obesity. Mounting evidence documents that sleep duration and sleep quality are important modifiable factors associated with increased risk of obesity among preschool-aged children. The number of Brazilian immigrants in the US is increasing, yet no existing research, to our knowledge, has examined factors affecting sleep and bedtime routines of children of Brazilian immigrant families. Therefore, the purpose of this qualitative study was to explore Brazilian immigrant mothers’ beliefs, attitudes, and practices related to sleep and bedtime routines among preschool-aged children. Seven focus group discussions (FGDs) were conducted with 37 Brazilian immigrant mothers of preschool-age children living in the US. The audio-recordings of the FGDs were transcribed verbatim in Portuguese without identifiers and analyzed using thematic analyses. Mothers also completed a brief questionnaire assessing socio-demographic and acculturation. Analyses revealed that most mothers were aware of the importance of sleep and sleep duration for their children’s healthy growth and development. Mothers also spoke of children needing consistent bedtime routines. Nevertheless, many mothers reported inconsistent and suboptimal bedtime routines (e.g., lack of predictable and orderly bedtime activities such as bath, reading, etc. and use of electronics in bed). These suboptimal routines appeared to be influenced by day-to-day social contextual and environmental factors that are part of Brazilian immigrant families’ lives such as parents’ work schedule, living with extended family, living in multi-family housing, neighborhood noise, etc. Analyses identified several modifiable parenting practices related to young children’s sleep and bedtime routines (e.g., irregular bedtime, late bedtime, inconsistent bedtime routines, use of electronics in bed, etc.) that can be addressed in parenting- and family-based obesity prevention interventions. Interventions should consider the social context of the home/family (e.g., parents’ work schedules) and the environment (e.g., multi-family housing; neighborhood noise, etc.) faced by Brazilian immigrant families when developing health promotion messages and parenting interventions tailored to this ethnic group.
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Clycq, Noel. "‘We value your food but not your language’: Education systems and nation-building processes in Flanders." European Educational Research Journal 16, no. 4 (2016): 407–24. http://dx.doi.org/10.1177/1474904116668885.
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Education systems are crucial social and cultural apparatuses. They are designed to homogenize at least to a large extent the discourses and praxis of the citizens of a nation by channelling them as much as possible through a unified educational system. However, in ethnically and culturally diversified societies, these homogenizing social institutions can become counterproductive as they are primarily designed by and for the dominant ethnic group. This issue is particularly important in nation-building processes, something that is still explicitly ongoing in Flanders (Belgium), as these institutions put forward a unified nation with one culture and language. In this article we study how these macro-level processes can be related to the interaction processes in and between families and schools. The central research question this article tries to answer is: is the idea of a culturally and linguistically unified representation of the Flemish nation relevant when studying teacher-pupil-parent relations? We aim to build upon the existing literature by relating meso-level processes of institutional racialization and culturalization to micro-level interactions in educational settings and to macro-level processes of nation-building in Flanders. To answer these questions, we rely upon data from two qualitative research projects: (1) one study that focuses on the family socialization processes in ethnic majority and minority families and collected 42 interviews with parents; and (2) a second study that focuses on the educational trajectories of students, with specific attention on the school environment, and collected 114 interviews with students and 57 interviews with school actors. The findings show clear similarities between the macro-level processes and the interactions between families and schools in such a way that the article discusses if ongoing and explicit nation-building processes are capable of appreciating the existing diversity in a nation.
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Kadir, Sheelan Shakir. "The Impact of Learning Kurdish ‘Mother-Tongue’ in London on Mainstream Education." ISSUE EIGHT 5, no. 1 (2021): 73–81. http://dx.doi.org/10.25079/ukhjss.v5n1y2021.pp73-81.
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This study investigates the impact of a group of Kurdish children learning their mother-tongue, in two Kurdish Saturday schools in North London, and particularly the impact on the children’s integration into mainstream schooling. There are some historical issues surrounding ethnic minority children’s education that have been labelled as problematic towards their educational achievements in the United Kingdom. The responsibility of teaching the mother-tongue to those children takes place formally in supplementary or Saturday schools in their community rather than in mainstream schools. Many researches have revealed that learning their mother tongue is beneficial for children in general. In particular, this research focuses on the impacts on Kurdish children in mainstream education, since the number of children from diverse backgrounds is increasing, including the number of children from the Kurdish community. Mixed method research has been undertaken to examine this issue, including a semi- structured questionnaire and group interview used to collect data, as this research depended on students’ as well as parents’ views in integrating their child in some state schools. The findings revealed that learning the mother-tongue is beneficial for children from diverse backgrounds and that supplementary schools play a vital role in learning the mother-tongue on children’s attitude in mainstream education.
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Poteat, Tonia, Linda C. Gallo, Audrey Harkness, et al. "Influence of Stress, Gender, and Minority Status on Cardiovascular Disease Risk in the Hispanic/Latino Community: Protocol for a Longitudinal Observational Cohort Study." JMIR Research Protocols 10, no. 5 (2021): e28997. http://dx.doi.org/10.2196/28997.
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Background Hispanic/Latino sexual and gender minorities (SGM) are the fastest growing ethnic group of SGM in the United States. Cardiovascular disease (CVD) is a leading cause of morbidity and mortality among Hispanics/Latinos. SGM inequities in CVD risk have been identified as early as young adulthood, and minority stress has been identified as a potential mediator. Yet, the small number of ethnic or racial minority participants in SGM studies have precluded the examination of the intersections of sexual orientation, gender identity, and race and ethnicity. Objective Minority stress models conceptualize relationships between stressors in minority groups and health outcomes. In this study, we will (1) examine the influence of sexual orientation and gender identity on CVD risk among all Hispanic Community Health Study/Study of Latinos (HCHS/SOL) participants at visit 3 (2021-2024; N~9300); (2) model pathways from sexual orientation and gender identity to CVD risk through stigma, discrimination, and stress in a 1:2 matched subcohort of SGM and non-SGM participants at visit 3 (n~1680); and (3) examine the influence of resilience factors on sexual orientation or gender identity and CVD risk relationships among subcohort participants at visit 3 (n~1680). Methods This study will leverage existing data from the parent HCHS/SOL study (collected since 2008) while collecting new data on sexual orientation, gender identity, stigma, discrimination, stress, coping, social support, and CVD risk. Data analysis will follow the SGM minority stress model, which states that excess stigma against SGM populations leads to minority stress that increases CVD risk. In this model, coping and social support serve as resilience factors that can mitigate the impact of minority stress on CVD risk. Cross-sectional and longitudinal regression models as well as structural equation models will be used to test these relationships. Results This study was funded by the National Heart, Lung, and Blood Institute in March 2020. Recruitment is scheduled to begin in the first quarter of 2021 and continue through 2024. Conclusions Understanding the influence of stigma-induced stress on CVD risk among Hispanic/Latino SGM has significant implications for the development of culturally specific CVD risk reduction strategies. Study findings will be used to build on identified Hispanic/Latino cultural strengths to inform adaptation and testing of family and community acceptance interventions. International Registered Report Identifier (IRRID) PRR1-10.2196/28997
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Vong, Keang-ieng P., and Min Y. Li. "Challenges in establishing kindergarten education system in villages of Guizhou, China: A preliminary study." South African Journal of Childhood Education 6, no. 2 (2016): 10. http://dx.doi.org/10.4102/sajce.v6i2.445.
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The <em>Miao</em> ethnic group is among the 56 minority groups in China. Their ideas of education for young children differ from that of the mainstream education system in China. This study examines the scenario of early childhood education for M<em>iao</em> children living in villages of Guizhou Province. It discusses the history and traditions of the <em>Miaos</em> and the kinds and forms of education provided, but not necessarily desired, for their children between 3 and 5 years old. School principals and teachers responded to such issues, and visual data collected during a field trip to two different villages were used to triangulate the responses. Findings show that even though there has been a strong belief that links poverty to the opportunity of schooling, empirical evidence from this study cannot yet confirm this argument. Parents’ views of schooling were considered as influential factors. Nonetheless, challenges of early childhood education in rural areas, especially in underprivileged villages, of China are still inseparable from availability of resources and the government’s initiatives.
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Barnett, Miya, Jeanne Miranda, Maryam Kia-Keating, Lisa Saldana, John Landsverk, and Anna S. Lau. "Developing and evaluating a lay health worker delivered implementation intervention to decrease engagement disparities in behavioural parent training: a mixed methods study protocol." BMJ Open 9, no. 7 (2019): e028988. http://dx.doi.org/10.1136/bmjopen-2019-028988.
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IntroductionBehavioural parent training (BPT) programmes are effective in preventing and treating early-onset conduct problems and child maltreatment. Unfortunately, pervasive mental health service disparities continue to limit access to and engagement in these interventions. Furthermore, challenges with parental engagement can impede the successful implementation of evidence-based practices (EBPs) in community settings that serve low-income, ethnic minority families. Lay health workers (LHWs)—individuals without formal mental health training—represent an important workforce to increase engagement, as they are members of the communities they serve. However, the mobilisation of LHWs has not been well studied as an implementation strategy to extend the reach or effectiveness of EBPs in the USA. LHW-delivered implementation interventions that specifically support the engagement of Latinx parents in evidence-based BPT programmes have the potential to improve clinical and implementation outcomes.Methods and analysisA community-partnered approach will use the Quality Implementation Framework (QIF) to tailor and implement an LHW-delivered implementation intervention that aims to promote Latinx parent engagement in BPT programmes. Steps from the QIF will guide study activities to (1) conduct a mixed methods needs assessment to fit the implementation intervention to the local context, (2) adapt LHW-delivered implementation strategies to promote parent access to and engagement in Parent-Child Interaction Therapy and (3) conduct a hybrid effectiveness-implementation pilot trial to examine the feasibility, acceptability and preliminary effectiveness of the LHW implementation intervention at increasing engagement.Ethics and disseminationStudy procedures have been approved by the Institutional Review Board at the University of California, Santa Barbara. Results will be shared with the community-advisory group, at community-based meetings for other stakeholders involved in the pilot project, and submitted for publication in peer-reviewed journals.
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Folta, Sara C., Holly Carmichael Djang, Megan Halmo, et al. "School staff, parent and student perceptions of a Breakfast in the Classroom model during initial implementation." Public Health Nutrition 19, no. 9 (2016): 1696–706. http://dx.doi.org/10.1017/s1368980015003754.
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AbstractObjectiveTo understand perspectives of stakeholders during initial district-wide implementation of a Breakfast in the Classroom (BIC) model of the School Breakfast Program.DesignQualitative data were collected from twenty-nine focus groups and twenty interviews with stakeholders in a school district early in the process of implementing a BIC model of the School Breakfast Program.SettingTen elementary schools within a large, urban school district in the USA that served predominantly low-income, racial/ethnic minority students.SubjectsPurposively selected stakeholders in elementary schools that had implemented BIC for 3–6 months: students (n 85), parents/guardians (n 86), classroom teachers (n 44), cafeteria managers (n 10) and principals (n 10).ResultsFour primary themes emerged, which were interpreted based on the Diffusion of Innovations model. School staff had changed their perceptions of both the relative disadvantages and costs related to time and effort of BIC over time; the majority of each stakeholder group expressed an appreciation for BIC; student breakfast consumption varied from day to day, related to compatibility of foods with child preferences; and stakeholders held mixed and various impressions of BIC’s potential impacts.ConclusionsThe study underscores the importance of engaging school staff and parents in discussions of BIC programming prior to its initiation to pre-emptively address concerns related to cost, relative disadvantages and compatibility with child preferences and school routines/workflow. Effectively communicating with stakeholders about positive impacts and nutritional value of the meals may improve support for BIC. These findings provide new information to policy makers, districts and practitioners that can be used to improve implementation efforts, model delivery and outcomes.
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Sharma, Neha, Deepika Shaligram, and Grace H. Yoon. "Engaging South Asian youth and families: A clinical review." International Journal of Social Psychiatry 66, no. 6 (2020): 584–92. http://dx.doi.org/10.1177/0020764020922881.
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Objective: South Asians (SAs), a rapidly growing minority group in the United States are underrepresented in mental health research. They represent a unique sub-group of Asian immigrants in that their journey to the United States in the last 50 years was driven by the pursuit of academic and career opportunities. Our goal is to provide a topical overview of factors contributing to the mental health challenges of South Asian American (SAA) youth and to describe culturally sensitive approaches that would provide effective treatment for SAA youth and their families. Methods: We conducted a review of published literature in PubMed and PsycInfo search engines using the key words South Asian immigrants, South Asian Americans, psychological, psychiatric, mental health treatment, therapy and interventions. Results: The challenges faced by these highly educated families are distinctive in that there is a struggle to maintain ethnic identity based on collectivism while embracing American ideals of individualism. These opposing values along with model minority expectations put SAs at high risk for mental health concerns and acculturative family distancing. Furthermore, mental health stigma impedes help-seeking. Mental health practitioners must navigate the different value systems of the parent–child dyad without ostracizing either generation and deliver effective care. Hence, culturally adapted family therapy and community-based approaches may be particularly relevant in SA youth. Conclusion: Our article outlines common family attitudes and issues pertinent to mental health in youth and discusses useful clinical approaches to dealing with SAA youth and their families.