Experiences of Latino Couples in Relationship Education

Abstract

There exists a need to better understand the applicability of Marriage and Relationship Education (MRE) initiatives with diverse populations. This study presents findings from focus groups with Latino men and women (N = 16) who participated in MRE classes. A critical theory approach guided the researchers who used grounded theory methodology to analyze the group transcripts. From the participant’s words, two types of meaning categories were generated. The first category, “Cultural Values,” included shared values or cultural influences that were identified as relevant to how participants experienced the MRE course. These included values such as familismo or cultural obligation. The second category was “group benefits,” which included concepts that described ways that the MRE experience was helpful to the participants (e.g., emotional awareness and motivation for change). These categories and concepts are presented in a model depicting the cultural values as an overlay through which the group benefits were filtered. The model offers implications for class content (e.g., relevant portions of the curriculum) and process (e.g., the importance of offering the courses in Spanish). Other implications for research and practice are given.

The Experience of Learning EFT in Spanish‐speaking Countries: A Multi‐National Replication Study

“…Furthermore, associations between avoidant attachment and relationship problems have been shown to be stronger in Mexican couples than for U.S. couples (Friedman et al., ) and secure attachment has been shown to predict relationship satisfaction and positive mental health outcomes among Latinos in college (Rodríguez, Ratanasiripong, Hayashino, & Locks, ;—it should be noted the authors used data from friendships instead of romantic relationships). Latino couples in qualitative studies have also indicated that addressing emotionality in couples’ interventions is extremely important (Perez, Brown, Whiting, & Harris, ). Lastly, Parra‐Cardona, Cordova, Holtrop, Escobar‐Chew, and Horsford () have demonstrated how EFT can effectively be used to address issues among Latino immigrants, when remaining culturally sensitive, however, more empirical research is needed to understand EFT in the Latino context.…”

A Person‐Oriented Analysis of Couple and Relationship Education

“…Researchers are beginning to bridge this gap in CRE research for diverse couples (Ooms & Wilson, 2004). In a different study, Latino participants have reported that CRE programs were beneficial in terms of improved emotional regulation, flexibility, and communication in their relationships (Perez, Brown, Whiting, & Harris, 2013). In a different study, Latino participants have reported that CRE programs were beneficial in terms of improved emotional regulation, flexibility, and communication in their relationships (Perez, Brown, Whiting, & Harris, 2013).…”

“…For example, one study on the effectiveness of CRE with low-income (61% of the sample) and African American (57% of the sample) couples found that participants benefited from the program regardless of income and race (Adler-Baeder et al, 2010). In a different study, Latino participants have reported that CRE programs were beneficial in terms of improved emotional regulation, flexibility, and communication in their relationships (Perez, Brown, Whiting, & Harris, 2013).…”

An Aristotelian Theory of Family

“…Doing so would broaden our understanding of marital commitment (e.g., Fowers, ) and intimate relationships (Hawkins, Fowers, Carroll, & Yang, ). For example, a family researcher might study how the development of specific individual and relational virtues leads to healthy intimate relationships (e.g., Perez, Brown, Whiting, & Harris, ; Veldorale‐Brogan, Bradford, & Vail, ). In any case, the valuing of development toward some end focuses attention on the processes of development.…”