Patterns of Maternal Directiveness by Ethnicity Among Early Head Start Research Participants

Ispa, Jean M.; Csizmadia, Annamaria; Rudy, Duane; Fine, Mark A.; Krull, Jennifer L.; Bradley, Robert H.; Cabrera, Natasha

doi:10.1080/15295192.2013.732439

Cited by 47 publications

(66 citation statements)

References 35 publications

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“…Directive parenting, characterized here by elevated levels of intrusiveness accompanied with moderate levels of sensitivity and warmth, may be a form of protection for children in the face of these cultural and ethnic challenges. The Directive parenting group was the largest group among our African American sample, consistent with other research finding high levels of directiveness within African American populations (Holloway, Rambaud, Fuller, & Eggers-Piérola, 1995; Ispa et al, 2013). This group was also highly prevalent among Latin American mothers (45% of Latin American mothers), consistent with other research finding large proportions of directive (or protective) parenting styles among Latin American families (Brady-Smith et al, 2013; Domenech Rodriguez et al, 2009).…”

Section: Discussionsupporting

confidence: 90%

“…For example, Directive parenting was less optimal for Latin American children but not for African American children. One explanation for this finding is that Directive parenting may be adaptive for African American populations given their experiences of discrimination and racism (Ispa et al, 2013; McAdoo, 2002; Ogbu, 1991). Directive parenting, characterized here by elevated levels of intrusiveness accompanied with moderate levels of sensitivity and warmth, may be a form of protection for children in the face of these cultural and ethnic challenges.…”

Section: Discussionmentioning

confidence: 99%

“…First, when examining populations for which the normative structure of parenting styles is not established, it is important to use a person-oriented approach to identify profiles that would be unknown a priori to avoid assumptions that may not be applicable to the population in question. Second, although parenting characterized by high levels of intrusiveness may not be optimal for European families (see Ispa et al, 2013), parental intrusiveness or directiveness coupled with sensitivity and warmth has positive implications for outcomes for African American children. This study provides evidence for both similarities and differences in parenting characteristics across the ethnicities studied in these low-income samples, and provides further evidence that seemingly similar parental behaviors do not necessarily generate similar outcomes for children across ethnicities.…”

Section: Discussionmentioning

confidence: 99%

“…However, this may not hold true for all cultural groups (McGroder, 2000). For example, although many studies have found that adult-oriented, intrusive parenting is maladaptive for children’s development (Kelley & Jennings, 2003), some research has shown that intrusiveness, or directiveness, may be an optimal characteristic for parenting in cultures with minority status (Ispa et al, 2013). Questions have been raised about whether intrusiveness in and of itself is associated with positive outcomes for certain ethnic groups or whether the coupling of warmth and positivity with intrusiveness is required for positive effects, whereas the coupling of negativity with intrusiveness produces negative effects (Tamis-LeMonda, Briggs, McClowry, & Snow, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Intrusive parenting is a prominent feature of Baumrind’s (1967, 1971) authoritarian parenting style, characterized by low levels of warmth and high levels of control, and linked in much of the developmental and health psychology literature with poorer child outcomes. Although intrusive, controlling parenting behavior is often coupled with hostility (Barnett, Deng, Mills-Koonce, Willoughby, & Cox, 2008), highly directive, intrusive behavior need not be expressed with hostility (Brady-Smith et al, 2013; Ispa et al, 2004, 2013). …”

Section: Introductionmentioning

confidence: 99%

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Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Dyer¹,

Owen²,

Caughy³

2014

Parenting

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SYNOPSIS Objective This article examines ethnic similarities and differences in profiles of mother–child interaction qualities for low-income African American and Latin American mothers and associations with preschoolers’ emerging school readiness. Design Videotaped mother–child interactions were collected at age 2.5 years from a sample of African American (n = 192) and Latin American (n = 210) families. Profiles of maternal behavior were identified in person-centered within-group analyses of five ratings of maternal behavior from the videotaped interactions. Mothering profile groups were examined for relations to child receptive language, behavior problems, and pre-academic school readiness measured at age 3.5 years. Results Latent class analyses yielded three similar profiles in the two ethnicities identified as Child-Oriented, Directive, and Harsh-Intrusive mothering, and a fourth profile of Withdrawn mothering only among the African American mothers. For African American children, Child-Oriented and Directive mothering were each associated with higher pre-academic school readiness and language scores than Harsh-Intrusive or Withdrawn mothering. For Latin American children, Child-Oriented mothering was associated with fewer child behavior problems than Harsh-Intrusive mothering, and higher school readiness scores than Directive mothering. Conclusions Both similarities and differences were found between African American and Latin American families in observation- based mothering profiles and their linkages with preschoolers’ school readiness.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Dyer¹,

Owen²,

Caughy³

2014

Parenting

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Maternal guidance in at‐risk mother–child dyads: Associations with contextual variables

Briscoe

Stack

Serbin

et al. 2016

Infant and Child Development

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The present study was designed to explore how maternal guidance (i.e., involvement and monitoring) is associated with parent‐level and contextual factors in unstructured and structured tasks. Participants were mothers who had histories of risk and disadvantage (mean age = 30.47) with their preschool‐aged children (aged 2–6 years; n males = 39, n females = 50). Maternal guidance was divided into two categories: directive (i.e., commands and command repetitions) and nondirective (i.e., queries, verbal prompts, and explanations). Results revealed that mothers with more directive guidance had higher levels of parental stress and higher levels of maternal childhood histories of social withdrawal. Furthermore, more nondirective maternal guidance was associated with higher quality of home environments. Taken together, results suggest that parenting practices are best understood in relation to contextual variables. Findings have implications for developing and implementing parenting interventions for at‐risk mothers. Highlights Explored the association between contextual factors (e.g., parent stress, home environment) and maternal guidance (mother's use of commands vs. hints or prompts). Maternal guidance was assessed observationally and commands were associated with more parental stress while hints were associated with a higher quality home environment. Understanding parents as a whole by exploring contextual factors, rather than through isolated parenting practices, may be beneficial in the application of future parenting interventions.

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Maternal depression and the timing of mother–child dialogue

Smith

McDaniel

Ispa

et al. 2022

Infant and Child Development

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Turn-taking in dialogue is an essential part of communication and early language experience. The prevalence of utterances and the timing of responses in dialogue were examined at 14 and 36 months of age in 104 mother-child dyads from the Early Head Start Research and Evaluation Project (EHSREP). Mothers varied in their level of depression risk (measured with the Center for Epidemiological Studies-Depression scale; CES-D). Although maternal utterance rate did not vary significantly across any factors, the latency of mothers' responses to their children decreased with development (12 ms/month) and was significantly related to that of their own children (i.e., slowresponding children had slow-responding mothers). Mothers with higher levels of depressive symptoms were 11% slower in responding to their children than mothers with low depression risk, suggesting that the interactive timing of speech to children may be particularly sensitive to maternal depression, modifying the contingent properties of children's early language experience. K E Y W O R D S depression, Early Head Start, mother-child dialogue, turn-taking 1 | MATERNAL DEPRESSION AND THE TIMING OF MOTHER-CHILD DIALOGUEThe back-and-forth turn-taking pattern of dialogue is highly structured, precisely timed, and depends on a variety of processes that allow individuals to perceive, interpret, formulate, and execute speech (Levinson & Torreira, 2015;

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Patterns of Maternal Directiveness by Ethnicity Among Early Head Start Research Participants

Cited by 47 publications

References 35 publications

Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Ethnic Differences in Profiles of Mother–Child Interactions and Relations to Emerging School Readiness in African American and Latin American Children

Maternal guidance in at‐risk mother–child dyads: Associations with contextual variables

Maternal depression and the timing of mother–child dialogue

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