Differential Predictors of African American and Hispanic Parent Retention in a Family‐Focused Preventive Intervention*

• Author: José Szapocznik,Larissa G. Duncan,J. Douglas Coatsworth,Hilda Pantin
• DOI: http://doi.org/10.1111/j.1741-3729.2006.00373.x
• Published date: 01 April 2006
• Date: 01 April 2006

Differential Predictors of African American and

Hispanic Parent Retention in a Family-Focused

Preventive Intervention*

J. Douglas Coatsworth Larissa G. Duncan Hilda Pantin Jose´ Szapocznik**

Abstract: Similarities and differences in predictors of retention/attendance patterns between African American and

Hispanic parent participants (N¼143) from a family-focused preventive intervention were examined. Three broad

retention pattern groups, nonattenders, variable attenders, and consistent high attenders, and 2 subgroups of the var-

iable attendance group, decreasing low attenders and decreasing high attenders, were identified. In subgroup analy-

ses, 3 significant discriminant functions were evident: 1 function classified Hispanic parents’ retention patterns

using sociodemographic indicators (e.g., educational attainment, household income) and 2 functions discriminated

Hispanic and African American parents’ patterns using family-level predictors (e.g., multiple caregivers attending the

intervention, perceived barriers to participation). Implications are discussed in terms of strategies for improving

methods of retaining participants in family-centered interventions conducted with ethnic minority families.

Key Words: African American families, family intervention, Hispanic families, prevention programs, retention.

Over the past two decades, an increasing number of

studies have shown that family-centered interven-

tions alter risky family processes, prevent youth

problem behaviors, and promote healthy youth be-

haviors (Kumpfer & Alvarado, 2003). For family-

focused preventive interventions to move toward

realizing a broad public health impact, several criti-

cal research and practice challenges must be

addressed (Spoth, Kavanagh, & Dishion, 2002).

Two of these are (a) developing or adapting inter-

ventions to be responsive to the cultural needs of the

populations to which they are delivered (Castro,

Barrera, & Martinez, 2004) and (b) developing strat-

egies for recruiting, engaging, and retaining partici-

pants (Spoth & Redmond, 2000).

The challenges of recruiting, engaging, and

retaining participants in preventive interventions are

substantial (Spoth & Redmond, 2000) and may be

greater for minority than for European American

(Dumka, Garza, Roosa, & Stoerzinger, 1997) popu-

lations. Therefore, culturally competent programs,

that is, interventions that are designed, managed, and

delivered with a deep knowledge, awareness, and sen-

sitivity to specific cultural nuances and issues of a tar-

get group (Castro, 1998), ought to include strategies

designed to address these challenges (Catalano et al.,

1993). In addition, preventive interventions for

diverse groups should be founded on an empirical

understanding of how key risk and protective factors

operate for specific racial/ethnic groups (Harachi,

*This study was funded by the Center for Substance Abuse Prevention Grant 1 UR6 SPO7961 to Jose

´Szapocznik. We thank the families who participated and the

three facilitators who led the intervention groups: Cecilia Ferro, Dolores Perdomo, and Monica Zarate. We also thank Shenandoah, South Miami, and Ponce de Leon

Middle Schools, from which participant families were recruited.

**J. Douglas Coatsworth is an Assistant Professor in the Department of Human Development and Family Studies at the Pennsylvan ia State University, 110 South

Henderson Building, University Park, PA 16802 (jdc15@psu.edu). Larissa G. Duncan is a Doctoral Candidate in the Department of Human Development and Family

Studies at the Pennsylvania State University, 110 South Henderson Building, University Park, PA 16803 (lgd110@psu.edu). Hilda Pantin is a Clinical Associate Pro-

fessor at the Center for Family Studies, Department of Psychiatry and Behavioral Sciences, University of Miami Miller School of Medicine, 1425 NW 10th Avenue,

Sieron Building, 3rd Floor, Miami, FL 33136 (hpantin@med.miami.edu). Jose

´Szapocznik is a Professor and Director of the Center for Family Studies, Department

of Psychiatry and Behavioral Sciences, University of Miami Miller School of Medicine, 1425 NW 10th Avenue, Sieron Building, 2nd Floor, Miami, FL 33136

(jszapocz@med.miami.edu).

Family Relations, 55 (April 2006), 240–251. Blackwell Publishing.

Copyright 2006 by the National Council on Family Relations.