Culturally Sensitive Parent Education: A Critical Review of Quantitative Research

Gorman, Jean Cheng; Balter, Lawrence

doi:10.2307/1170568

Cited by 15 publications

(15 citation statements)

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“…They serve as role models as well as have considerable cultural material that will help the school. Gorman and Balter (1997) reviewed the available quantitative research for culturally sensitive parent education programs that related to child rearing. They described in detail a number of programs for African American and Hispanic families.…”

Section: Institutional Sensitivitymentioning

confidence: 99%

At-Risk Students and Environmental Factors

Lambie¹

2017

focusXchild

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This article begins by describing the impact of socioecono~c factors on children and the family. The next section, "Ethnic Differences," focuses first on the general life strategies of various ethnic groups, then on the cultural values of Hispanic, African, Asian, and Native Americans, and ends with a discussion of differences in cognitive styles prevalent in each ethnic group. The third section, on affirming diversity and promoting equity, concludes the article, describing activities and programs that can be used for achieving greater understanding of ethnic differences. CULTURE AND SENSITIVITYBy being exposed to differing socioeconomic backgrounds and cultural influences, people can enhance their sensitivity to others (D. Johnson, 1997) and help to dispel stereotypes about families in a particular cultural category. Regardless of cultural background, families have more similarities than differences. They struggle with similar issues and demands throughout the life cycle and strive toward the same ends.

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Section: Institutional Sensitivitymentioning

confidence: 99%

At-Risk Students and Environmental Factors

Lambie¹

2017

focusXchild

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“…Examples of three types of culturally sensitive programs, the differences between programs, and the controversies regarding their use are available in Gorman and Balter (1997). More recent research shows that culturally and linguistically diverse (i.e., refugee, immigrant, or migrant) families' contact with child welfare services is adversely affected by differing interpretations and expectations of parenting (Lincroft & Resner, 2006).…”

Section: Implications For the Futurementioning

confidence: 99%

A Critical Review of the Literature: Engendering the Discourse of Masculinities Matter for Parenting African Refugee Men

Williams

2009

Am J Mens Health

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Gender analysis is the first step in gender-sensitive planning for promoting gender equality.-ABC of Women Workers' Rights and Gender Equality, International Labour Organization (2000, p. 35) This article develops a critical review of the literature regarding the social construction of masculinities for African men during flight migration and the impact of these masculinities on their parenting experiences in refugee contexts. Better understanding of the sociopolitical, historical, and theoretical constructions of these masculinities and their relation to constructs of parenting will inform better service, practice, and intervention to ensure the health, well-being, and safety of children in these families. Understanding the potential mismatch of host dominant cultural views and hegemonic views of masculinity with personal and refugee migrant views will promote better health outcomes for families in these harsh, stressful, and traumatic environments. Engendering the discourse of masculinities to reflect a relationship between child protection and the experience of refugee parenting for African men in both preand post-resettlement contexts will inform culturally competent practice, intervention, and community development that is inclusive of their gender-specific needs. AbstractAccording to the literature on culturally and linguistically diverse parenting, refugee parenting practices and styles that are normative in countries of origin may not be sanctioned in Australia. In the case of refugee parenting, beliefs, practices, and values may be decentered in pre-resettlement contexts where survival becomes the primary concern. Engendering the discourse of masculinities to reflect a relationship between child protection and the experience of refugee parenting for African men in both pre-and post-resettlement contexts will inform culturally competent practice, intervention, and community development that is inclusive of their gender-specific needs. This article brings an expanded masculinities perspective to the ecology of refugee parenting for resettled African men resulting from larger research findings with focus group participants. Incorporating notions of masculinity into the child protection discourse is an attempt not only to reduce existing gender under-and misrepresentation among South Australian refugees but also to ensure greater visibility and increase the role of refugee men in the process of developing culturally relevant and appropriate policies, practices, and services to assist successful resettlement transitions while strengthening family well-being. The concept of masculinities, this article argues, must be treated as integral to any approach to working with refugees, particularly in areas that penetrate and may define the quality of their life experiences, expectations, and aspirations. Masculinities matter. Exploring refugee male perceptions, interpretations, and enactment of masculinity may unmask the differential experiences of refugee women from men and ensure the integration and operatio...

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“…The limited offering of programs for minority populations combined with the growth of that sector points to a need to identify and train parent educators who not only speak the languages of these minority populations, but who also understand the cultures of these groups. Given that there are many evidence-based culturally-specific curricula available (c.f., Gorman & Balter, 1997), we plan to educate TPEs on the availability of such curricula and offer low-or no-cost training in these curricula. Additionally, when technique and curricula evaluations are conducted, the C4P should gather data on PETES scores of parent educators so that predictive validity of the scale could be demonstrated.…”

Section: Informing the Research And Programmatic Efforts Of The Centementioning

confidence: 99%

The Practices, Populations, and Programs of Parent Educators in Tennessee

Stolz¹,

Brandon²,

Wallace³

2009

FSR

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ABSTRACT. This manuscript utilizes data from a telephone survey of 312 parent educators across the state of Tennessee to inform research and service efforts of a university-based parenting center. Specifically, we investigated (a) techniques used to disseminate parenting information, (b) specialized populations targeted, (c) curricula used as well as the evidentiary basis of those curricula, and (d) parent educator training and education, all at both state and within-state regional levels. Overall, results indicated that classes were generally available for individuals in various specialized populations, and a range of techniques were utilized to reach parents. Additionally, a variety of curricula were in use by relatively well-trained professionals. Results suggested several areas in which the resources of the university could be directed toward supporting the efforts of parenting educators in Tennessee. University faculty elsewhere are encouraged to similarly connect with front-line parent educators, gather data, and initiate services to help them help others.

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Culturally Sensitive Parent Education: A Critical Review of Quantitative Research

Cited by 15 publications

References 0 publications

At-Risk Students and Environmental Factors

At-Risk Students and Environmental Factors

A Critical Review of the Literature: Engendering the Discourse of Masculinities Matter for Parenting African Refugee Men

The Practices, Populations, and Programs of Parent Educators in Tennessee

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