Purpose: Little research has been conducted on African American families from a strengths perspective (Barnes, 2001). A strengths perspective emphasizes the capacities and competencies of clients (Saleeby, 1997). African American grandmother caregivers possess strengths and confront challenges. To gain insight into intergenerational parenting, this study explored the parenting practices of African American grandmothers who are raising their grandchildren using a phenomenological perspective (Crewell, 1994) and an Afrocentric perspective (Schiele, 1997). Interview questions were a part of a larger study entitled, “Raising a Vulnerable Generation: African American Grandmother Caregivers Preparing their Grandchildren to Succeed in the 21st Century.”

Methods: Eligibility criteria included African American; grandmother, great-aunt, or great-grandmother; caring for related children between the ages of 5 and 18 years; and biological parents being absent from the household. Grandmothers were instructed to call and were screened for eligibility by the author Seventeen grandmothers were recruited from agencies and by referrals. A semi-structured interview guide and a grand tour question (Crewell, 1994) explored ‘‘what are your experiences preparing your grandchild to reach successful and productive adulthood? ‘In addition, 20 subquestions were asked about specific areas of parenting such as: (a) defining success for grandchildren; (b) providing socioemotional support; (c) enhancing the likelihood of completing school; (d) helping recover from having absent biological parent(s); (e) eliminating the possibility of involvement with drugs, gangs, violence, and crime; and (f) discussing adult success. Demographic information on grandmothers and the randchildren in their care was obtained on an information sheet. Informants were consented and in-depth interviews, which lasted from 60 to 90 minutes, were audiotaped. Transcriptions were coded for themes using the grounded theory approach. Member check was conducted as a triangulation method.

Results: The findings revealed seven parenting strengths: (a) maintaining effective communication, (b) taking a strong role in the educational process, (c) providing socioemotional support, (d) involving extended family, (e) involving grandchildren in selective community activities, (f) acknowledging and working with the vulnerabilities, and (g) recognizing children's feelings about the absence of the biological parent(s

Implications for Practice: Grandmothers parenting of grandchildren ought to be seen as a (a) strengths of the family and the culture and (b) potential resource during assessment and intervention these families. Regardless of whether the client is the grandchild or the grandmother, social workers must sensitively encourage and build upon the strengths of intergenerational parenting. A list of suggested techniques for successful intergenerational parenting of grandchildren, which was developed from the seven themes and their subthemes, will be provided.

Reference Creswell, J. H. (1994). Research design: Qualitative & quantitative approaches. Thousand Oaks, CA: Sage.

Saleeby, D. (1997). The Strengths Perspective in Social Work Practice (2nd ed.). New York: Longman.

Schiele, J.H. (1997). The contour and meaning of Afrocentric social work. Journal of Black Studies, 27(6), 284-294.

Strauss, A.L. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.) Thousand Oaks, CA: Sage.