"Amor" and Social Stigma: ASD Beliefs among Immigrant Mexican Parents

Autor/inn/en	Cohen, Shana R.; Miguel, Jessica
Titel	"Amor" and Social Stigma: ASD Beliefs among Immigrant Mexican Parents
Quelle	In: Journal of Autism and Developmental Disorders, 48 (2018) 6, S.1995-2009 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cohen, Shana R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3457-x
Schlagwörter	Autism; Pervasive Developmental Disorders; Mexican Americans; Beliefs; Cultural Influences; Focus Groups; Immigrants; Parents; Children; Interviews; Individual Characteristics; Resources; Etiology; Social Bias; Child Development; Stress Variables; Child Rearing + Suchen Sie Ihr Suchwort? Autismus; Hispanoamerikaner; Belief; Glaube; Cultural influence; Kultureinfluss; Immigrant; Immigrantin; Immigranten; Eltern; Child; Kind; Kinder; Interviewing; Interviewtechnik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Betriebsmittel; Hilfsmittel; Ätiologie; Kindesentwicklung; Kindererziehung
Abstract	This study examined cultural beliefs about ASD and its causes among Mexican-heritage families. In focus group interviews, we asked 25 immigrant parents of children with ASD to identify words they associated with ASD and its causes. Participants free-listed, ranked, and justified their responses. Mixed methods analyses utilized saliency scores to calculate responses. Deductive interview analyses justified participants' responses. Salient responses for ASD perceptions included specific characteristics about the child (e.g., loving) and perceptions about lack of resources. Salient responses for ASD causes were vaccines, genetics, and a combination of genetics and environment. Inductive analyses revealed distinct beliefs about social stigma, child characteristics, factors supporting development, and parents' emotional stress. Interpretations linked these beliefs to promising adaptations in diagnosis and treatment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01