Social-Emotional Development in Latinx DLL Toddlers: The Role of Intrusive Parenting

• In Event: Exploring Parent-Child Relationships in Latinx Families: Perspectives From Infancy to Adolescence

Abstract

Background: Latinx Dual Language Learners (DLLs) make up a large, rapidly growing population in the U.S (U.S. Census Bureau, 2013), yet little is known about their early childhood experiences, particularly regarding parenting and social-emotional development (SED; Halle et al., 2014). Previous research, primarily done in White, monolingual (ML) samples, has indicated that intrusive parenting styles are harmful to children (Hawes & Allen, 2016). However, the impact of intrusiveness may vary among different cultural groups (Ispa et al., 2013). The impact of intrusiveness among Latinx families has been mixed, with some identifying influential moderators (e.g. acculturation; Ispa et al., 2004). Given the multi-cultural, multi-linguistic environments Latinx DLLs develop in and the unique stressors they face (i.e. immigration, discrimination), intrusive parenting may instead be an adaptive, acceptable form of child-rearing (Garia Coll & Patcher, 2002). This study hypothesized that Latinx DLL status moderated the relation between intrusive parenting (age 2) and two SED outcomes (age 3; behavior problems and social-emotional competencies), such that Latinx DLL children, unlike White ML children, would not be impacted by intrusive parenting.

Methods: Participants came from a nationally representative, longitudinal study - the Early Head Start Family and Child Experiences Study. This sample (54% male) included White ML (n=143) and Latinx DLL (n=247) children. Observational ratings of parental intrusiveness and positivity were collected at age 2 using the Two-Bag assessment. SED was measured at age 3 (Briggs-Gowan & Carter, 2006). Additional covariates, including parenting stress (Abidin, 1995) and sociodemographics, were collected at age 2. Weighting and multiple imputation were used to account for attrition and have a more accurate representation of the population.

Results: There was a significant interaction between Latinx DLL status and intrusive parenting on behavior problems (Table 1). Simple slopes indicated that greater intrusiveness was related to increased behavior problems for White ML families but was not related in Latinx DLL families (Figure 1). Additionally, less positive parenting, more intrusive parenting, being male, living in a single parent household, greater financial risk, and more parental stress were associated with greater behavior problems. For social emotional competencies, there was no significant interaction between Latinx DLL status and intrusive parenting, nor a main effect of intrusive parenting (p=.661). More positive parenting and less parental stress were associated with greater social emotional competencies (p=.004 and p=.002, respectively).

Discussion: Though there was no relation between intrusiveness and behavior problems among Latinx DLL families, greater intrusiveness was associated with increased behavior problems among White ML families. This difference in how intrusiveness impacts development may be partly due to how contextual factors, such as culture and unique stressors, shape parents’ values, expectations, and intentions behind parenting. Intrusiveness was not related to social-emotional competencies in the whole sample, suggesting positive parenting and parental stress may be universally more influential in children’s positive development. Better understanding the nuances of parenting across different racial-ethnic and language minority communities across the U.S. is critical to reducing clinician bias. Offering clinical recommendations and interventions that are beneficial in certain communities may be counterproductive in others.
 

Authors

• Monica Sofia Trevino, University of Missouri - Saint Louis
  Presenting Author

• Emily D. Gerstein, University of Missouri-St. Louis
  Non-Presenting Author