Culturally Diverse Families and Disability: Transforming Cultural Strengths Into Tangible Tools

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-19 - Division I Roundtable E. Researching a Region for Education Equity: A Symposium With University of California, San Diego, Faculty and Researchers

Abstract

Objectives and Perspective
My research explores the barriers that immigrant families face in accessing educational services for their children with an autism spectrum disorder (ASD). I utilize a sociocultural framework in the study of families and disability. I study how the social, political, and historical contexts affect the way Mexican-immigrant families rear their children, and how these practices shape their children’s social and academic outcomes.
The special education service system in the US requires parents to advocate for their children in order to receive needed health and educational interventions. Mexican-immigrant families may be at a disadvantage to advocate for their children, given their lack of familiarity with the education and service delivery system, language barriers, poverty, and discrimination. As the welfare of children depends on the ability of families to provide nurturance and obtain services critical to their child’s development, applied-science researchers must examine the barriers that impede access to evidence-based services. My research program aims to develop a sociocultural understanding of autism among Mexican heritage families. , I plan to use this new knowledge and work with early educators and service providers to reduce disparities in access to and utilization of critical early interventions.
Methods and Data Sources
In the first two studies colleagues and I aimed to understand how culturally situated beliefs and family resources (e.g., familial support) related to family well-being for Latino and non-Latino mothers caring for children with disabilities. These studies utilized a sample of 145 mothers (M age: 36; Latino = 84; non-Latino = 61) who cared for children with disabilities (M age: 6.3; 49% diagnosed with autism). The Latino participants were primarily immigrant (mostly from Mexico) and Spanish-speaking. Latino participants had significantly fewer years of formal education and a significantly lower annual household income than the non-Latino sample.
In the third study, we aimed to understand how beliefs and resources may relate to child outcomes. We examined the differences between parent reports of ASD symptoms and clinician observed ASD symptoms in a sample of Latino and Anglo children with ASD and their mothers. Drawing from families who attended the SEARCH Family Autism Resource Center at UC Riverside, participants included 109 mothers (59 = Latino; 50 = non-Latino) with children diagnosed with autism.
Results
From the first two studies we learned that emotional support from partners or other family members is more important than instrumental support for enhancing family well-being and improving parenting self-efficacy. Cultural beliefs about family (i.e., familismo), are a significant factor in predicting family well-being for Latino families even after controlling for demographic characteristics.
From the third study we learned that Latino mothers reported fewer autism symptoms than Anglo mothers, but Latino children exhibited more autism symptoms than Anglo children. We explore the reasons why discrepancies exist.
Scholarly Significance
These findings illustrate the unique cultural beliefs, resources, and supports that exist among socioculturally diverse children and families. Educators must harness these resources and incorporate them in our educational settings so that educational interventions can be sustainable and meaningful for families.

Author

• Shana R. Cohen, University of California - San Diego