Personal Power in Black Mothers of Handicapped Sons

Abstract

This article presents findings from a study of black urban mothers that delineate three patterns of acceptance toward their handicapped sons: active, passive, and limited. Locus of control, which involves a sense of personal power, was found to be central to these patterns, affecting self-esteem, attitudes toward the child, and ability to gain access to resources. Implications for social work interventions include guidelines for delivering differential services that are based on patterns of acceptance and locus of control.

African American Mothers with Deaf Children: A Womanist Conceptual Framework

“…African Americans' unique history attributes to their style of coping and managing effectively the myriad of responsibilities in raising a child of African descent with a disability in the United States. For example, the literature documents the importance of spirituality among African American families with children with disabilities (Kalyanpur & Rao, 1991;Morris, 1992;Rogers-Dulan, 1998); however, there is a dearth of information describing specifically African American parents' response to the role of caretaker of a deaf child. Empirically based guide-lines grounded in the unique history and experiences of African American caretakers of deaf children are limited; thus, this is a need for further research in this area.…”

“…Womanism can facilitate holism via research and practice endeavors through understanding that African American mothers of deaf children are simultaneously members of at least three socially stigmatized groups (Morris, 1992). As African American parents, they must raise their children in what has been characterized as a "hostile environment" (Pinderhughes, 1995), teaching their children the values and mores of the African American culture while equipping them to confront individual and institutional racism (Logan et al 1990).…”

“…As African American parents, they must raise their children in what has been characterized as a "hostile environment" (Pinderhughes, 1995), teaching their children the values and mores of the African American culture while equipping them to confront individual and institutional racism (Logan et al 1990). As mothers of deaf children, they must face their own prejudices regarding disabilities and cope with the responses of family members, friends, and professionals (Morris, 1992).…”