A Qualitative Examination of Work, Families, and Schools in Low-Income Latinx Communities During Strict Immigration Enforcement

Education policy and the role of schools are a neglected part of the welfare state. Yet schools may be important sites for understanding how policy, work, and families intersect in immigrant households. Drawing on thirty interviews from seventeen households, this article highlights the experiences of families with young children during a time of increased national hostility toward immigrants. Given that immigrant families are often excluded from more traditional forms of social insurance, findings reveal the central role of fathers both inside and outside the home. Parental involvement, defined as parents' interactions with their children's education both inside and outside the home, was structured by English-dominant schooling environments. In Phoenix, parental involvement was uniquely shaped by a punitive immigration context at father's work and in children's schools. We discuss the implications of our findings on the intergenerational transmission of disadvantage and advance policy recommendations to support foreign- and U.S.-born children's educational success.

Rising inequality of infant health in the U.S

Has infant health inequality narrowed or grown in recent decades? Inequality may have narrowed due to expanded medical insurance coverage and greater knowledge about fetal health. However, greater income inequality may have reduced health for births to the most economically disadvantaged mothers, leading to growing infant health inequality. We use administrative birth certificate data for over 22 million births to examine trends in inequality of infant health from 1989 to 2018 in the U.S. This period allows us to consider how contextual factors – such as passage of the Affordable Care Act, changing demographics, the Great Recession, or delayed impacts of rising income inequality – may have altered infant health inequality. We assess gaps in infant health by maternal race, marital status, and education. Following previous research, we also examine gaps between the most economically advantaged mothers – married, white mothers with a college degree – and the most economically disadvantaged mothers – single, Black mothers without a high school degree. Results reveal that inequality of infant health has increased since 2010.

A Culturally Sensitive Approach to Large-Scale Prevention Studies: A Case Study of a Randomized Controlled Trial With Low-Income Latino Communities

In response to U.S. federal mandates to increase the presence of underrepresented populations in prevention research, investigators have increasingly focused on using culturally sensitive research practices. However, scholars have rarely discussed these practices in terms of a larger culturally sensitive framework. Further, while the literature has explored how culturally sensitive approaches can be employed in a variety of methods, there has been little examination of how to incorporate such approaches into experimental designs. In this paper, we explain how we incorporated a culturally sensitive framework in a cluster randomized field trial with over 3000 predominantly low-income Latino families, utilizing an intervention designed to improve social relations and enhance family functioning. We offer conceptual and practical examples to guide other researchers who want to adopt a similar approach in their research designs. In addition, we discuss the benefits of forging local partnerships throughout the research process to ensure respect for racial and ethnic minorities participating in social and behavioral experimental studies. We conclude with practical considerations for utilizing a culturally sensitive framework to advance prevention programs, policies, and practices among underrepresented groups in order to achieve the ultimate goal of addressing the traditional underrepresentation of racial and ethnic minorities in research.

The Emergence of Social Capital in Low-Income Latino Elementary Schools

Scholars suggest that racial/ethnic and class disparities in school-based social capital contribute to educational inequalities. Previous studies demonstrate that social capital (relations of trust, mutual expectations, and shared values) between parents and schools supports children's development. Yet we know little about the emergence of social capital, that is, the processes through which it develops. In this study, we explore mechanisms of social capital emergence in predominantly low-income Latino school communities. We draw data from an experimental study that manipulated social capital through an after-school family engagement program. Based on interviews and focus groups with participating parents, teachers, and program staff in two elementary schools, we identified four types of interactions that act as mechanisms of social capital emergence: (1) responsive communication; (2) reciprocal communication; (3) shared experiences; and (4) institutional linkage. The article connects these mechanisms to theoretically linked sources of social capital and discusses implications for theory and practice.