A Culturally-Informed Study of Latino Parenting: Informing Cultural Adaptation and Implementation Science through Culturally-Focused Research

Background and Purpose. The implementation of evidence-based parenting programs with Latino populations constitutes a promising alternative to supporting the healthy development of Latino children and youth.  Though efforts to effectively serve Latino parents rely on the cultural relevance of efficacious interventions, the extent to which Latino parenting is consistent with mainstream models of parenting that serve as the foundation for evidence-based parenting programs is not well understood. The present study examined Latino parenting, including its values, goals, practices and impact on children, using data from an early childhood study of Latino families. The interaction of cultural variables and parenting processes were analyzed to draw implications for future studies focused on cultural adaptation and implementation science.

Methods.  Participants were 750 Mexican (MA) and Dominican (DA) families recruited from pre-kindergarten (pre-k) and kindergarten (K) classrooms across New York City. All children were 4 or 5 years old at the time of enrollment.  Mothers were 32 years of age on average and most were foreign-born (98% MA; 84% DA).  The majority (82%) of MA, and about half (56%) of DA, participant families lived in poverty.  Data were collected from mothers, teachers and children.  Mothers were interviewed on their cultural values and parenting practices.  Both mothers and teachers rated children’s adaptive, behavioral and emotional functioning.  Children’s early academic skills were assessed using tests of school readiness and vocabulary.

Results.  Mothers reported strong adherence to the Latino cultural values of familismo and respeto.  Surprisingly, they reported equally strong adherence to the value of independence.  Mothers reported high levels of authoritative and low levels of authoritarian parenting, and ethnic group differences showed more authoritative and less authoritarian parenting among DA mothers.  The use of corporal punishment (spanking, grabbing) was reported by 65% of MA and 49% of DA mothers, though its use was relatively infrequent.  Model testing also showed positive associations of the cultural value respeto (respect), authoritarian parenting, and harsh parenting with poor child functioning; of independence with internalizing problems in children; and of familismo with fewer externalizing problems but, among DA families only, with more internalizing problems as well.

Conclusions and Implications.  Evidence-based parenting programs emphasize authoritative parenting practices and discourage the use of authoritarian parenting and corporal punishment.  This emphasis is rooted in mainstream childrearing ideologies and studies with non-Latino populations linking authoritarian parenting with poor developmental outcomes.  The present study suggests that in Latino families, authoritative, not authoritarian, parenting is normative (at least among MA and DA families and during early childhood) and authoritarian parenting is detrimental to children’s development.  However, authoritative parenting does not appear to be significantly associated with young Latino children’s functioning, and Latino cultural values that mothers rated as important appear to have both positive and negative impacts on children. Findings from this investigation highlight the importance of adapting efficacious parenting interventions by considering key cultural processes relevant to target Latino populations. Findings are also applicable for implementation science as they highlight key cultural variables that are likely to increase the feasibility, effectiveness, and sustainability of adapted interventions.