Experiences of Latino Couples in Relationship Education: A Critical Analysis

Autor/inn/en	Perez, Carlos; Brown, Matthew D.; Whiting, Jason B.; Harris, Steven M.
Titel	Experiences of Latino Couples in Relationship Education: A Critical Analysis
Quelle	In: Family Journal: Counseling and Therapy for Couples and Families, 21 (2013) 4, S.377-385 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-4807
DOI	10.1177/1066480713488525
Schlagwörter	Hispanic Americans; Focus Groups; Marriage; Interpersonal Relationship; Critical Theory; Adult Education; Grounded Theory; Cultural Influences; Values; Family Influence; Course Content; Language of Instruction; Spanish Speaking; Semi Structured Interviews; Qualitative Research; Program Effectiveness + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Ehe; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kritische Theorie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cultural influence; Kultureinfluss; Wertbegriff; Kursprogramm; Teaching language; Unterrichtssprache; Qualitative Forschung
Abstract	There exists a need to better understand the applicability of Marriage and Relationship Education (MRE) initiatives with diverse populations. This study presents findings from focus groups with Latino men and women (N = 16) who participated in MRE classes. A critical theory approach guided the researchers who used grounded theory methodology to analyze the group transcripts. From the participant's words, two types of meaning categories were generated. The first category, "Cultural Values," included shared values or cultural influences that were identified as relevant to how participants experienced the MRE course. These included values such as familismo or cultural obligation. The second category was "group benefits," which included concepts that described ways that the MRE experience was helpful to the participants (e.g., emotional awareness and motivation for change). These categories and concepts are presented in a model depicting the cultural values as an overlay through which the group benefits were filtered. The model offers implications for class content (e.g., relevant portions of the curriculum) and process (e.g., the importance of offering the courses in Spanish). Other implications for research and practice are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10