Black, Hispanic, and White American mothers of adolescents: construction of a national standard

Adolescence, Winter, 2004 by Robert D. Strom, Paris S. Strom, Shirley K. Strom, Yuh-Ling Shen, Troy E. Beckert

Lifestyles that reflect cultural diversity in the United States are perceived as confirmation of the national capacity to accept and encourage differences. Consequently, most researchers examine parenting in the context of subcultures without examining their relationship to practices of the society as a whole (Alba & Nee, 2003). The prevailing assumption is that identification of subcultural attributes can help preserve valued characteristics, ease social integration, and support inter-group harmony. Granting such benefits, the use of a narrow frame of reference does not allow for comparisons with other ethnic groups or nations because data from subcultures are not combined to produce an overall image of the collective society (Farkas, Duffett, & Johnson, 2003).

Experience within a subcultural environment sometimes becomes the normative reference and is accepted without questioning how it contributes to or detracts from success in the larger society. Yet, children in school and adults at the workplace are expected to achieve ethnic integration and increase the appreciation they have for other groups. Looking at the larger picture can often be a more helpful basis for determining progress of subcultures and identifying particular changes that warrant consideration by subgroups (Buki, Ma, Strom, & Strom, 2003). All American subcultures should take seriously the opportunity to create new traditions for their group along with the intention to pass on longstanding customs. To remain viable during a period of rapid change, subcultures will have to identify which traditions that have been conveyed to them should be kept, abandoned or revised. Each generation of adults is obliged to support adjustment so that younger people are well prepared for success in the ever-evolving society (Alba & Nee, 2003).

Respecting Generational Differences

Knowing the history and customs of a subculture may support social identity but does not ensure the self-critical attitude needed to motivate group progress. The assumption that homogeneity within subcultures describes modern society ignores differences in the experience of successive generations. For example, a three-generational study of 777 Black, 672 Hispanic, and 1,086 Caucasian families found significant differences in how each of the generations judged degree of grandparent success (Strom et al., 1997). In a cross-cultural study of 1,200 mothers and adolescents in Japan, and 2,100 mothers and adolescents in the United States, greater differences were detected between the two generations of Japanese and Americans than between cohorts of Japanese and Americans (Strom & Strom, 2002). These findings underscore a need to respect differences in generational viewpoints within cultures by periodic assessment. The longstanding practice of a prominent figure, usually middle aged or older, speaking for an entire subculture can be misleading. As a rule, this means the contrary views that may represent a consensus among younger cohorts tend to be ignored until they become the governing group (Nichols & Good, 2004).Generational dialogue is essential to detect aspects of lifestyle that ought to modify and decide how to bring about change while preserving harmony. To thrive in the future, subcultures will need a healthy balance of group identity, objectivity, and collective self-criticism.

Considerations for Constructing a Standard

Demographic projections to 2050 show that the proportion of Hispanics is expected to double while Blacks record significant increases, and Whites decline (U.S. Census Bureau, 2004). There could be some benefit if these population shifts were accompanied by public awareness regarding standards for parenting practices. Standards illuminate the criteria that foster self-evaluation. Formation of a collective standard could enable parents to identify personal strengths and detect learning needs in an interdependent society where everyone has some stake in the education and well-being of all children (Benson, 1997).

How could a national standard be constructed as a reference? In the past the dominant subgroup has often defined the standard for everyone. Representative sampling can produce a more respectable basis for individuals to determine how they, as parents, and as members of ethnic groups, accord with or depart from a collective standard. Such a strategy can also support a more equitable allocation of resources by assigning priority to subgroups and to individuals with the greatest need. In this study selected aspects of parent behavior were examined for Blacks, Whites, and Hispanics who together comprise 95% of the national population (U.S. Census Bureau, 2000). This strategy assures that combining the views of these groups to create a standard would yield a more accurate representation of American parents than is currently available.

Sources for Evaluating Parent Success

Self-impressions. Traditionally communities made known the criteria that most mothers and fathers relied on for self-evaluation in their parent role (Putnam, 2000). However, as society changes, many parents today lack community standards to guide their behavior. Some of them compensate by turning to professionals on television, radio shows, or authors of self-help books to define success for them and suggest how to assess personal progress. Many parents express confusion about the relative effectiveness of these expert opinions and would welcome having a suitable group reference for self-comparison, preferably peers bringing up children of the same age as their youngsters (Hulbert, 2003). They would like to know what other parents expect of their children, how they cope with family problems, the frustrations and satisfactions they experience, and how well they are achieving their goals. In addition, many parents want to know how their own children see them because they recognize that success as a family member can no longer be defined by one generation. This means that better decisions about self-improvement can be made when mothers and fathers are aware of family-related perceptions of the children they seek to influence (Dekovic, Noom, & Meeus, 1997).