About this poster

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Panel information
Panel 6. Risk, Intervention, Prevention, and Action

Abstract

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Background: Racially and ethnically minoritized youth are at an increased risk for adverse health outcomes, including emotional health (e.g., depression) and physical health (e.g., obesity) due to the disproportionate impact of social determinants of health, such as racism (Hoffmann et al., 2022). Preventative parenting programs may be uniquely situated to prevent socio-emotional problems and unhealthy lifestyle behaviors that contribute to these adverse outcomes (Sanders et al., 2014). Ethnic-racial socialization (ERS) may be a crucial protective factor to mitigate the impact of racism on health outcomes in minoritized families yet has not been integrated into parentings programs thus far. The present study aimed to gain an understanding of Black/African American (Black) and Latinx/Hispanic (Latinx) parent perspectives on the integration of ERS in parenting programs, as well as other meaningful characteristics of parenting programs designed for minoritized families.

Methods: Data are from 32 semi-structured qualitative interviews with Black (n=21) and Latinx parents (n=12), with one interview including two parents. Interview questions focused on desired content, duration (length of time and number of sessions), delivery format (virtual vs in-person), interventionists, barriers, and facilitators. Rapid thematic analyses were used to extract overarching themes from interviews.

Results: Results of thematic analyses revealed several key themes, including recommendations about program content, barriers and facilitators to attending a parenting program, recommendations about program delivery, and program recruitment strategies. Within the program content theme, most Black and Latinx parents reported that integration of ERS, or strategies for talking to their children about race, ethnicity, and culture would be useful and desired in a parenting program. Outside of ERS, other common content areas of interest addressed child health (e.g., socioemotional health and nutrition) and positive parenting practices (e.g., communication and discipline). In terms of barriers to attending a parenting program, across both groups, logistical concerns were the most commonly reported. For Black parents, the most common logistical barrier reported was childcare, followed by time/schedule, work, transportation, and food, while Latinx parents reported time/schedule as their most common barrier. Across both groups, the most common facilitator to attending a parenting program was utilizing a flexible time and format, to address the common barrier of time/schedule. For Black parents, additional facilitators mentioned included providing childcare, food, transportation, and incentives. Recommendations regarding the delivery of parenting programs included suggestions relating to interventionist, delivery format, and duration. Of particular interest, most Black parents reported that a race/ethnicity match between them and the interventionist leading the parenting program was important to them, while most Latinx parents reported that a race/ethnicity match did not matter, but the interventionist being Spanish speaking was important to them.

Conclusions: Utilizing qualitative interview methodologies provided crucial insights into Black and Latinx parents’ desires from parenting programs, which allows researchers to better tailor interventions to address the unique needs of minoritized families.

Author information

Author	Role
Francesca Lupini, University of South Carolina	Presenting author
Jayxa K. Alonzo, University of South Carolina, United States	Non-presenting author
Tracey Goldson, University of South Carolina, United States	Non-presenting author
Isabel R. Jordan, University of South Carolina, United States	Non-presenting author
Fatima Jatoi, University of South Carolina, United States	Non-presenting author
Isabella Mallozzi, University of South Carolina, United States	Non-presenting author
Daniel K. Cooper, University of South Carolina, United States	Non-presenting author

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