About this poster

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Panel information
Panel 4. Families, Parenting, and Relationships

Abstract

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Introduction: Latinx youth and families navigate developmental contexts embedded with cultural stressors (Kim et al., 2018)–stressors that contribute to Latinx youths’ stress experience and are caused by anti-Latinx xenophobia and racism (e.g., ethnic/racial discrimination, Montoro & Ceballo, 2021). Because experiences with these stressors can undermine the healthy development of Latinx youth (Lorenzo-Blanco et al., 2022), scholars have highlighted the need for identifying factors that can minimize the adverse effects of these stressors and be incorporated into preventive interventions (Lorenzo-Blanco et al., 2015; Unger, 2015). Parents can be an important sources of support for Latinx youth facing cultural stressors (Santigo et al., 2020). However, the literature on parenting in the context of cultural stressors has been largely driven by deficit views where researchers identify protective strategies Latinx parents may be lacking or may lose because of cultural stressors (Lorenzo-Blanco et al., 2016; Tuck, 2009). Informed by the integrative model of minority child development (Garcia et al., 1996), Latino critical race theory (Bernal, 2002 ), and the cultural capital wealth model (Yosso, 2015), we analyzed focus group data with parents of Latinx high school students to hear their perspectives regarding their parenting efforts in the context of cultural stressors. Hearing Latinx parents’ voices regarding their parenting in the context of cultural stressors can bring a strength-based perspective into research on cultural stressors, parenting, and Latinx youth development.

Methods: Latinx parents (N=28; Mage=42.36, SD=8.51; Female=75%) with 9th (39%) and 10th (61%) grade youth attending 6 high schools within a large and diverse Central Texas school district participated in focus groups to discuss their experiences with cultural stressors. We conducted seven focus groups (4 in Spanish, 2 in English, 1 in Spanish and English). Parents predominantly identified as Mexican (89%), were married (75%), and employed full-time (43%). Groups were audio-recorded and transcribed. Data was coded and analyzed by four bilingual researchers (one professor, one post-doctoral student, one graduate student, and one undergraduate student) using reflexive thematic analysis (Braun & Clark, 2006).

Results: We constructed three themes around parents’ parenting efforts in the context of cultural stressors. Theme 1 revolved around parents’ descriptions of specific behaviors they engaged in to protect their youth from risk and harm and included the following subthemes: open communication about sensitive topics, parental involvement in youths’ lives; advocating on youths’ behalf; not using violence in their childrearing practices; warning against risky behaviors; being involved in youths’ schooling; and removing youth from risky and dangerous situations. Theme 2 revolved around specific lessons parents instilled in their youth with the goal of raising responsible and healthy youth. In their lessons, parents emphasized the need to work hard for what youth want; the importance of school for a successful life; and the value of equal, fair, and respectful treatment of others. Theme 3 included values and expectations parents discussed having for themselves, their youth, and other important adults in youths’ lives. Sample values and expectations included: parents needing to foster security for their youth; youth needing to excel in and complete school; school personnel needing to be willing and ready to communicate with parents about youth.

Conclusion: Informed by strength-based frameworks, this study highlights parents’ active role in supporting their youth in the context of cultural stressors, challenging the notion that Latinx parents lack or lose protective parenting strategies due to cultural stressors. It hears Latinx parents’ voices regarding their efforts to protect youth from risk and harm, teach youth lessons so they can become responsible and healthy individuals, and values and expectations they hold for themselves, youth, and other important adults in youths’ lives that fostered youths’ success and healthy development.

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