Responsiveness in mother-infant social interactions among immigrant and nonmigrant families: Japanese, South Korean, South American, and European American

A culture learning perspective motivated the present study of the acculturation of responsiveness in mother-infant interactions. Several conceptual and analytic features of responsiveness in mother-infant social interactions were examined: Temporal contingency, mean differences in responsiveness among and within dyads, attunement of mother and infant responsiveness withing dyads, and the influence of acculturation on individual responsiveness. Methodologically, acculturation was assessed at group and individual levels in immigrant Japanese, South Korean, and South American dyads in comparison with nonmigrant dyads in their respective cultures of origin (Japan, South Korea, and South America) and their single common culture of destination (United States). In total, 408 mothers and their 5½-month-old infants were observed in the naturalistic setting of the home, and observations were coded for mothers' speech to infant, social play, and encouraging her infant to look at her, and infants' looking at mother and nondistress vocalizations. Odds ratios were then generated for mother and infant responsiveness in four types of social interactions: Mother speaks to infant and infant looks at mother (Mother Speak/Infant Attend), mother plays with infant and infant looks at mother (Mother Play/Infant Attend), mother plays with infant and infant vocalizes (Mother Play/Infant Vocalize), and mother encourages infant to look at her and infant vocalizes (Mother Encourage/Infant Vocalize). Five key findings emerged. Specifically, mother and infant responsiveness in Mother Speak/Infant Attend interactions were temporally contingent in all cultures. Mean differences in responsiveness among cultures emerged, and within dyads infants were more responsive than their mothers in Mother Speak/Infant Attend interactions. Mother and infant responsiveness in Mother Speak/Infant Attend interactions were attuned in all cultures. Responsiveness in Mother Play/Infant Vocalize interactions showed acculturation effects at the individual level. Implications of these findings for understanding the development of responsiveness in social interactions and acculturation in immigrant families are discussed.

Parental Attributions in Ethnocultural Minority, Immigrant, and Country of Origin Parents: A Scoping Review and Call for Research

OBJECTIVE

Maladaptive parental attributions for their children's behavior have been linked to poorer parenting skills, heightened child internalizing and externalizing difficulties, and parents' less willingness to engage in treatment. Although most parental attributions research has been focused on White or European-origin parents, attention has recently turned to ethnic and cultural groups that are underrepresented literature. The present scoping review synthesized existing work on parental attributions among ethnocultural minority and immigrant parents in an adopted country and parents residing in their native non-Western country of origin.

METHOD

A systematic search of five databases was conducted for literature published up to and including the last week of December 2020. Title and abstract screening, then full-text screening, identified 18 records for inclusion in the review.

RESULTS

Although descriptive, single-culture studies showed that maladaptive parental attributions were associated with poorer parenting and child outcomes across cultures, studies comparing ethnocultural groups demonstrated differences in parental attributions across groups.

CONCLUSIONS

Despite the rise in and importance of literature on parental attributions, these results point to a limited scope in understanding parental attributions of ethnocultural minority, immigrant, and country of origin parents. Gaps identified in the literature point to promising future research directions, and a call is made for culturally sensitive parental attribution measures.

First, Do No Harm: From Diversity and Inclusion to Equity and Anti-racism in Interpersonal Violence Research and Scholarship

This article aims to support interpersonal violence (IPV) researchers in promoting diversity and inclusion in their research and scholarship and urges the IPV field to advance a racial equity, anti-oppressive, and justice-driven research agenda. The article discusses a range of factors to consider at each stage of the research process as researchers seek to be inclusive, responsive to diversity concerns, and seek equity. The researcher's perspective and positionality are discussed and the importance of critical self-examination of one's position in relation to the research is emphasized. Participatory and collaborative research processes are recommended, to engage with community partners, strengthen the validity of the findings, and help ensure that the research benefits the participants. Examples illustrate ways researchers might support diversity and inclusion with respect to sampling and measurement, cultural validity, and the conceptualization and operationalization of race. Recommendations are offered to promote diversity, equity, and inclusion when analyzing data, interpreting results, and writing up the study. The importance of a strengths-based approach and structural level analysis is emphasized. This article goes beyond discussion of the minimum, "do no harm" standard that researchers should meet in attending to diversity and inclusion in research and urges the pursuit of equity, anti-racism, and justice toward dismantling those structures that perpetuate violence in its many forms. Researchers are encouraged to ask themselves: Where would I situate my research? Is it racist, not racist, or anti-racist? Not all IPV research has the goal of dismantling inequities, but we should aspire that it do so.

Cultural Roots of Parenting: Mothers' Parental Social Cognitions and Practices From Western US and Shanghai/China

Cultural values can be considered as important factors that impact parents’ social cognitions and parenting practices. However, few studies compare specific cultural values of parents and the relationships between cultural values and parenting processes in eastern and western contexts. This study examined the ethnicity differences in mothers’ cultural values, parental social cognitions (child-rearing ideologies and goals), and parenting practices between Mainland Chinese and European American contexts. Predictors of parenting goals and parenting practices were also investigated. Mothers of 4–6 years old children from the western United States (N = 78) and Shanghai/China (N = 96) participated in this study. The results suggested that mothers from Shanghai/China were both more collectivistic and individualistic than mothers from the western United States. Chinese mothers more strongly endorsed training and collectivistic parenting goals, while European American mothers more strongly endorsed individualistic parenting goals for their children. However, no significant difference was found in parenting practices for both groups of mothers. For both ethnic groups, in general, mothers’ cultural values have small but significant impact on their parenting processes. The prediction of cultural values and parenting goals on parenting practices were also different for both ethnicity groups. Although Chinese mothers were higher on both individualism and collectivism, their collectivistic values were more important in predicting parental social cognitions.

The Stability and Continuity of Maternally Reported and Observed Child Eating Behaviours and Feeding Practices across Early Childhood

Given that many eating behaviours and food preferences develop early in childhood and track across childhood, adolescence and into adulthood, interest has grown in the developmental trajectory of these behaviours. The aims of this study were twofold. First, to explore whether maternal reports of child eating behaviour and feeding practices are validated by independent observations of these constructs. Second, to explore the continuity and stability of both maternally reported and independently observed child eating behaviours and maternal feeding practices during early childhood. Sixty-five mothers completed measures of their child’s eating behaviour and their own feeding practices and mother–child dyads were observed during a family mealtime at approximately 3 and 4 years of age. Maternal reports of their child’s eating behaviours were validated by independent observations, however maternally reported feeding practices were not validated by observations of these behaviours. Maternally reported and independently observed child eating behaviours and parental feeding practices remained stable and showed continuity between 3 and 4 years of age, with the exception of child difficulty to feed and maternal pressure to eat which both significantly decreased over time. Findings provide an insight into the validity of maternal reports of fussy eating behaviour and parental feeding practices and the developmental trajectory of these behaviours across early childhood.

Eating Behaviours of Preadolescent Children over Time: Stability, Continuity and the Moderating Role of Perceived Parental Feeding Practices

The links between childhood eating behaviours and parental feeding practices are well-established in younger children, but there is a lack of research examining these variables in a preadolescent age group, particularly from the child's perspective, and longitudinally. This study firstly aimed to examine the continuity and stability of preadolescent perceptions of their parents' controlling feeding practices (pressure to eat and restriction) over a 12 month period. The second aim was to explore if perceptions of parental feeding practices moderated the relationship between preadolescents' eating behaviours longitudinally. Two hundred and twenty nine preadolescents (mean age at recruitment 8.73 years) completed questionnaires assessing their eating behaviours and their perceptions of parental feeding practices at two time points, 12 months apart (T1 and T2). Preadolescents' perceptions of their parental feeding practices remained stable. Perceptions of restriction and pressure to eat were continuous. Perceptions of parental pressure to eat and restriction significantly moderated the relationships between eating behaviours at T1 and T2. The findings from this study suggest that in a preadolescent population, perceptions of parental pressure to eat and restriction of food may exacerbate the development of problematic eating behaviours.

Extending the validity of the Feeding Practices and Structure Questionnaire

Background

Feeding practices are commonly examined as potentially modifiable determinants of children’s eating behaviours and weight status. Although a variety of questionnaires exist to assess different feeding aspects, many lack thorough reliability and validity testing. The Feeding Practices and Structure Questionnaire (FPSQ) is a tool designed to measure early feeding practices related to non-responsive feeding and structure of the meal environment. Face validity, factorial validity, internal reliability and cross-sectional correlations with children’s eating behaviours have been established in mothers with 2-year-old children. The aim of the present study was to further extend the validity of the FPSQ by examining factorial, construct and predictive validity, and stability.

Methods

Participants were from the NOURISH randomised controlled trial which evaluated an intervention with first-time mothers designed to promote protective feeding practices. Maternal feeding practices (FP) and child eating behaviours were assessed when children were aged 2 years and 3.7 years (n = 388). Confirmatory Factor analysis, group differences, predictive relationships, and stability were tested.

Results

The original 9-factor structure was confirmed when children were aged 3.7 ± 0.3 years. Cronbach’s alpha was above the recommended 0.70 cut-off for all factors except Structured Meal Timing, Over Restriction and Distrust in Appetite which were 0.58, 0.67 and 0.66 respectively. Allocated group differences reflected behaviour consistent with intervention content and all feeding practices were stable across both time points (range of r = 0.45-0.70). There was some evidence for the predictive validity of factors with 2 FP showing expected relationships, 2 FP showing expected and unexpected relationships and 5 FP showing no relationship.

Conclusions

Reliability and validity was demonstrated for most subscales of the FPSQ. Future validation is warranted with culturally diverse samples and with fathers and other caregivers. The use of additional outcomes to further explore predictive validity is recommended as well as testing test-retest reliability of the questionnaire.

Productive Vocabulary among Three Groups of Bilingual American Children: Comparison and Prediction

The importance of input factors for bilingual children's vocabulary development was investigated. Forty-seven Argentine, 42 South Korean, 51 European American, 29 Latino immigrant, 26 Japanese immigrant, and 35 Korean immigrant mothers completed checklists of their 20-month-old children's productive vocabularies. Bilingual children's vocabulary sizes in each language separately were consistently smaller than their monolingual peers but only Latino bilingual children had smaller total vocabularies than monolingual children. Bilingual children's vocabulary sizes were similar to each other. Maternal acculturation predicted the amount of input in each language, which then predicted children's vocabulary size in each language. Maternal acculturation also predicted children's English-language vocabulary size directly.

Consistency of maternal cognitions and principles across the first five months following preterm and term deliveries

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Consistency in group level (continuity) and individual level (stability) was examined longitudinally for caregiving principles (structure and attunement) and cognitions (categorical thinking, perspectivist thinking, complexity of thought) in mothers of preterm and term infants from birth to 5 months old.

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Attunement was continuous and stable in mothers of preterm and term infants.

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Structure was continuous in both groups but stable only in mothers of term infants.

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Complexity of thought was continuous in both groups, perspectivist thinking increased in both groups but only for first-time mothers, and categorical thinking increased only in mothers of preterm infants.

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Categorical thinking, perspectivist thinking, and complexity of thought were stable in mothers of both preterm and term infants.

The aims of this study were to examine and compare the development of parenting cognitions and principles in mothers following preterm and term deliveries. Parenting cognitions about child development, including thinking that is restricted to single causes and single outcomes (categorical thinking) and thinking that takes into account multiple perspectives (perspectivist thinking), have been shown to relate to child outcomes. Parenting principles about using routines (structure) or infant cues (attunement) to guide daily caregiving have been shown to relate to caregiving practices. We investigated the continuity and stability of parenting cognitions and principles in the days following birth to 5 months postpartum for mothers of infants born term and preterm. All parenting cognitions were stable across time. Categorical thinking increased at a group level across time in mothers of preterm, but not term, infants. Perspectivist thinking increased at a group level for first-time mothers (regardless of birth status) and tended to be lower in mothers of preterm infants. Structure at birth did not predict later structure (and so was unstable) in mothers of preterm, but not term, infants and neither group changed in mean level across time. Attunement was consistent across time in both groups of mothers. These results indicate that prematurity has multiple, diverse effects on parenting beliefs, which may in turn influence maternal behavior and child outcomes.

What Does it Mean to be Prosocial? A Cross-Ethnic Study of Parental Beliefs

This study explored parental beliefs surrounding prosocial behaviours and the parenting practices that promote them. A total of 47 mothers of young adolescents participated in one of the seven focus groups, three of which were conducted in Spanish with first-generation Mexican-American immigrants, two were conducted in English among second generation (US-born) Mexican Americans, and two were conducted with European Americans. Responses were coded using elements of the grounded theory approach, and results indicate patterns of shared and unique beliefs about prosocial behaviours in ways that reflect the sociocultural context and acculturative experiences of the respondents. Findings suggest that beliefs about prosocial behaviours and parenting are culturally-structured and dynamic—changing to reflect the experiences and developmental landscape of parents and children.

The Efficacy and Acceptability of the Triple P-Positive Parenting Program With Japanese Parents

This study examined the efficacy of the Group Triple P-Positive Parenting Program with a Japanese population to evaluate the feasibility and acceptability of the program and the parenting skills taught in a crosscultural context. The study involved 50 Japanese parents living in Australia and used a randomised group comparison design with two conditions, Triple P group and a waitlist control group. The results revealed significant reductions in parent reported child behaviour problems, parental overreactivity and laxness, and parental conflict as well as increasing parental competence. The acceptability of the program was found to be high. Intervention effects and program acceptability in a Japanese context as well as limitations and future research are discussed.

Cross-country variation in sleep disturbance among working and older age groups: an analysis based on the European Social Survey

BACKGROUND

Sleep disturbance is a common complaint in the general population. There is, however, little cross-national comparative evidence on the prevalence of sleep disturbance and its association with age.

METHODS

Cross-sectional data from the third wave of the European Social Survey were used to compare both the prevalence of sleep disturbances and its relationship to age among 27,103 respondents over the age of 40 years from 23 European countries. The outcome measures for the study were based on the proportion of respondents reporting restless sleep over the past week and percentage change in the reporting of restless sleep between the 41-65 age group and the 66 and over age group.

RESULT

The prevalence rate of sleep disturbance varied between and within age groups, as well as between the 23 European countries. Depressive symptoms (OR = 4.14), anxiety (OR = 2.80), and general health (OR = 1.52) were the strongest correlates of sleep disturbance among both the 41-65 age group and the over 66 age group. The highest positive correlation with change in restless sleep reports occurred with respect to health deterioration. Satisfaction with living standards showed the strongest negative association with change in restless sleep reports.

CONCLUSION

There is considerable variation in reports of sleep disturbance across different European countries. Being in an older age group appears to be associated with worsening sleep, though not always. Different patterns of sleep disturbance seem to indicate the considerable variability of the aging experience across Europe.

Perceptions and Practices of Stimulating Children's Cognitive Development Among Moroccan Immigrant Mothers

We explored the perceptions of children's cognitive development among Moroccan Arabic and Berber immigrant mothers who cannot read, who are less educated, middle educated or highly educated in the Netherlands. A series of in-depth interviews was conducted with 22 mothers with young children (mean age = 5 years and 6 months). Qualitative data analyses revealed five major themes that are of significant importance to these mothers: moral attitudes, social values and religiousness; conversation, reading and playing as stimulating activities; importance attached to education; parental expectations; attributions of school success. The parental perceptions about the cognitive development of young children differed according to their own educational level. Mothers who cannot read and mothers with less education emphasized the development of moral, social and religious values for strengthening the cultural identity of their children. This sense of identity would enable them to function within their own cultural group and help them to perform well at school. School success was attributed in large part to a combination of the efforts of the child and the school. Middle and highly educated mothers, on the other hand, valued scholastic development and attributed school success to their own efforts and to the kind of support the child received. The ethnic background of the parents, whether Arabic or Berber, did not make a difference in the perceptions.

Bringing Culture Into Parent Training With Latinos

Traditional frameworks of parenting have failed to capture the distinctive nature of parenting in Latino families. Cultural values likely influence parenting practices. The study of cultural values may allow us to identify aspects of parenting that are unique to Latinos and which complement traditional frameworks of parenting. This paper presents qualitative work on two Latino cultural values, familismo and respeto, and examines ways in which these values may inform the provision of standard parent training programs with Latinos. The first study is an ethnography that explored the value of familismo. The second study consisted of focus groups in which Latina mothers discussed the value of respeto. Findings from these two studies are used to examine the cultural congruence of the characteristics of parent training programs and the Latino values of familismo and respeto. In light of the issues identified, clinical guidelines for working with Latino parents in parent training programs are offered.

Parenting Beliefs and Physical Discipline Practices Among Southeast Asian Immigrants: Parenting in the Context of Cultural Adaptation to the United States

Despite their growing representation in the U.S. population, little is known about parenting among Southeast Asians. This study explores child-rearing beliefs and physical discipline practices of first-generation Vietnamese and Cambodian immigrant or refugee parents in the United States, identifies ethnic group differences, and examines the impact of acculturation on parenting beliefs and the use of physical discipline. Analyses also document the extent of intergenerational transmission of physical discipline among these groups and identify factors that predict “breaking the cycle.” Significant predictors include ethnic group, socioeconomic conditions, and child factors. Greater acculturation to the United States increases the likelihood of breaking the cycle. Results illustrate how discipline practices and parenting beliefs may be shaped in the context of acculturation. This study offers important findings for research and practice with ethnic minority groups.

Child Rearing in a Group Setting

Child care centers in Western countries are becoming increasingly culturally diverse, regarding both professional caregivers, children, and their parents. Child-rearing beliefs, which differ between cultures, are found to affect process quality and children’s developmental outcomes. The first aim of this study is to investigate cultural differences in caregivers’ cultural child-rearing beliefs through a semistructured interview. The second aim is to explore the relation between the centers’ cultural context and caregivers’ beliefs. Participants are 61 caregivers (20 Dutch, 20 Caribbean Dutch, and 21 Mediterranean Dutch) working in Dutch child care centers with 2- to 4-year-olds. Cultural differences between Dutch and immigrant caregivers are evident. Dutch caregivers mentioned independence as a socialization goal most, whereas Mediterranean Dutch caregivers stressed collectivistic child-rearing goals most. More years of experience and a positive orientation toward the Dutch society made caregivers value individualistic child-rearing goals more. Working in an ethnically diverse context made both immigrant and Dutch caregivers express collectivistic beliefs more. The results further demonstrate that all cultural groups valued dimensions of both individualism and collectivism, providing further support for the multidimensionality of child-rearing beliefs.

Cultural predictors of the parenting cognitions of immigrant Chinese mothers and fathers in Canada

This study explored the predictors of parenting cognitions among 94 married immigrant Chinese couples with early-adolescent children in Canada. Mothers and fathers separately completed questionnaires assessing their culturally based parenting cognitions (interdependent childrearing goals, family obligation expectations and Chinese parent role beliefs), Chinese cultural values and exposure to Canadian culture. The parenting cognitions of mothers and fathers were quite similar. Stronger endorsement of Chinese cultural values by fathers was significantly related to stronger endorsement of culturally based parenting cognitions. The same relations were found for mothers, except in contexts where mothers participated highly in Canadian culture. For all parents, the extent of exposure to Canadian culture was not directly related to parenting cognitions. The results highlight how parenting is embedded in a cultural context and suggest that parents' ideas about childrearing may change after immigration only when core cultural values are modified.

"Who is sitting across from me?" Immigrant mothers' knowledge of parenting and children's development

OBJECTIVE

Although parents' knowledge about child development and child rearing is relevant to pediatric practice, very little is known about immigrant parents' knowledge. To fill this gap in research, this study investigated parenting knowledge in 2 groups of mothers who had immigrated to the United States.

DESIGN

Japanese and South American immigrant mothers of 2-year-olds completed a standardized survey of parenting knowledge and provided information about sociodemographic and infant health status. Their data were compared with European American mothers in the United States.

RESULTS

Immigrant mothers scored approximately 70% on the evaluation of parenting knowledge, significantly lower than multigenerational US mothers. The majority of immigrant mothers did not know correct answers for 25% of the items, and their incorrect answers were mostly to questions about normative child development.

CONCLUSIONS

Parents' knowledge is relevant to pediatricians' evaluations of the health and welfare of children as understood by their parents. Gaps in parenting knowledge have implications for clinical interactions with parents, child diagnosis, pediatric training, and parent education.