Synthesis
It is evident that there are often different approaches when childbearing is considered by different racial or technical groups. Even though race seems to be controlled by in the analysis, the way that racial and cultural differ subjects interprets the childbearing question may have been a limitation in the study. It is, however, important to note that three different races comprised four observational coders according to the authors. Global ratings of parenting are obviously very subjective.
However, associations that involve authoritative parenting use of behavioral control, and healthy psychological development have been found in different cultures and subcultures. Yet people from different social strata and ethnic background face various kinds of issues, pursue different goals and adopt different values about what is takes to adapt their environment and these ecological considerations often affect their approaches to child rearing.
Conceptual Pillars
There are unique conditions under which ethnic and minority parents have to operate, inclusive of the discontinuity between cultural and social capital with that of mainstream culture and institutions and particular social location that ethnic and minority groups occupy in the social satisfaction systems. These unique conditions position-specific demands on the ethnic approaches to child rearing. Apparently, an ecological framework considers Latino families as situated in high variable local communities, from deeply impoverished immigration areas to blue collar suburbs that ring urban centers.
The development niches that emerge for young children are view as open systems. That is, the parent must ensure adaptation of their children’s rearing practice, from keeping children inside to avoid danger, to accommodating job and childcare options that arise in the environment. Persisting resilient cultural models and norms may add to the family cohesion, but the ecological perspective emphasizes that the inability to adapt new economic and social surrounding can limit opportunities for parents and children alike.
Conversation among the Authors
According to Fuller & García Coll (2010), Latino parents express their personal beliefs regarding their children’s cognitive capacities and have their conceptions regarding the way that children grow and mature. Blasting Beethoven in utero or taping up the alphabet in a child’s bedroom is not part of the Latino heritage. But Latino mothers and fathers hold clear, and certainly diverse, beliefs about how “development” should unfold. However, according to Rivera, M. (2009) social learning is considered through an individual learning in social context.
Unsurprisingly, this approach to understanding parents relies heavily on traditional social learning understandings. Over time, these learning theories have become more cognitive based and therefore currently involve cognitive, social learning. In other words, parents who adopt learning approaches do not attempt to identify character differences among parents but rather focus on the learning principles that parent’s exhibit. Most studies on parenting styles, however, show that non-Hispanic, white families are less authoritarian that Asian and Hispanic families (Turner et al., 2016).
Conclusion
A capacity to learn is set from birth and is also greatly increased or decreased by how parents interact with them. The terms parenting style refer to child rearing practices and the parent-child relationship. Parenting styles are not gauged by the frequency and quality of the interactions. Parenting styles vary by racial and ethnic groups. Therefore, different cultures have different beliefs in association to child behaviors that are acceptable and those that are not. Attitudes concerned with accepting help such as social or mental health services vary among cultures and practitioners must ensure sensitivity to the implications of discussing a child’s behaviors with a parent who may have the feeling that a child’s behavior is a reflection on the quality of the child’s parenting and family honor.
Reference
Fuller, B., & García Coll, C. (2010). Learning from Latinos: contexts, families, and child development in motion. Developmental Psychology,46(3), 559.
Rivera, M. (2009). Ángeles, Sacrificios, y Dios: A Puerto Rican Woman's Journey Through Higher Education. Harvard Educational Review, 79(4), 553-560.
Turner, K., Wildsmith, E., Guzman, L., & Alvira-Hammond, M. (2016). The Changing Geography of Hispanic Children and Families.
