A scoping review: Group‐based parenting programs for racially and ethnically diverse parents of preschoolers

• Published date: 01 December 2024
• Author: Elizabeth J. Christensen,Oluwatobi Mogbojuri,Laura L. Nathans,Michelle Hoover,Daniel Rhodes,Bridget A. Walsh,Ann Medaille
• Date: 01 December 2024
• DOI: http://doi.org/10.1111/fare.13066

RESEARCH

A scoping review: Group-based parenting programs

for racially and ethnically diverse parents of

preschoolers

Elizabeth J. Christensen

1

| Oluwatobi Mogbojuri

1

|

Laura L. Nathans

2

| Michelle Hoover

1

| Daniel Rhodes

3

|

Bridget A. Walsh

1

| Ann Medaille

1

1

Human Development, Family Science, and

Counseling, University of Nevada–Reno,

Reno, NV

2

Baby Talk, Decatur, IL

3

Educational Leadership and Policy,

University of Utah, Salt Lake City, UT

Correspondence

Bridget A. Walsh, University of Nevada,

Reno, Mail Stop 0140, 1664 N. Virginia St.,

Reno, NV, 89577, USA.

Email: bridgetw@unr.edu

Abstract

Objective: We reviewed current research on group-based

parenting programs for racially and ethnically minoritized

parents with preschoolers to provide a synthesis of how

these programs are implemented.

Background: Group-based parenting programs are an effi-

cient and cost-effective means of providing education and

support to multiple parents simultaneously (Olofsson

et al., 2016), yet most have been developed for White fami-

lies (Schilling et al., 2021). No previous research has pres-

ented a synthesis of work exploring the range of parenting

programs and characteristics for racially and ethnically

minoritized families with preschool-aged children.

Method: We conducted a scoping review guided by the

foundations of family life education (FFLE) model

(Darling et al., 2020) and using recommendations of the

Joanna Briggs Institute, Arksey and O’Malley’s (2005)

framework, and the Preferred Reporting Items for System-

atic reviews and Meta-Analyses (PRISMA) extension for

scoping reviews guidelines. The final synthesis included

15 peer-reviewed empirical studies.

Results: Results highlight commonalities among programs,

alignment with the FFLE model, and needs for future

research with more diverse populations and specific child

age groups.

The terms “minority”and “ethnic”were used in the keywords ensure the article is available to those whom may search for research on

this topic, but contemporary discussions about the use of these terms has shifted to more appropriate terms to describe the disparities of

racially and ethnically minoritized groups. Unlike White people, racially and ethnically minoritized groups are subjected to racism at

systemic and individual levels (Milner & Jumbe, 2020).

Received: 28 February 2023 Revised: 27 November 2023 Accepted: 20 January 2024

DOI: 10.1111/fare.13066

© 2024 National Council on Family Relations.

3398 Family Relations. 2024;73:3398–3418.wileyonlinelibrary.com/journal/fare

Conclusion: Group-based parenting programs for racially

and ethnically diverse families with preschoolers are effec-

tive but limited in number and scope.

Implications: To ensure that parenting programs are effec-

tive and tailored to the diverse needs of individuals and

their communities, it is important to consider cultural and

contextual factors, make necessary adaptations to prac-

tices, content, and delivery methods, and involve racially

and ethnically minoritized parents in developing,

implementing, and evaluating these programs. There

should be an expansion of parenting programs offered at

public schools.

KEYWORDS

diverse parenting programs, ethnic parenting programs, family life

education model, minority parenting programs, parenting interventions,

preschoolers, scoping review

Children in early childhood experience different psychosocial development than those in

infancy, toddlerhood, middle childhood, or adolescence (Erikson, 1959). Early childhood is

marked by different developmental milestones and the transition to public school for many pre-

schoolers. The distinctive developmental trajectories of preschoolers and the challenges associ-

ated with transitioning to elementary school have been widely documented. When young

children enter school and are not ready to learn, whether due to academic, social, or emotional

deficits, this sets the foundation for many difficulties later in life, including cognitive difficulties

throughout school (Rouse et al., 2005). The National Head Start Association (n.d.) created

Head Start to primarily serve 3- and 4-year-old children, emphasizing early childhood intellec-

tual, social, and emotional development. Head Start (National Head Start Association, n.d.)

specifically focuses on the academic readiness of children from low-income families because

these children are disproportionately at risk for not being ready to learn as they transition to

elementary school.

The literature on group-based parenting programs, delivered in a group format that includes

multiple families, has focused on implementation, engagement, and outcomes. Current research

has demonstrated that culturally adapting parenting programs yields small but positive out-

comes (van Mourik et al., 2017), yet reasons for this have not been firmly established. Journals

do not generally request detailed reporting of cultural adaptations, thus resulting in limitations

when reviewing culturally adapted parenting programs (Mejia et al., 2017; Schilling

et al., 2021). Schilling et al. (2021) also highlighted the lack of rigorous evaluation of these pro-

grams and limited information addressing program fidelity. Castro et al. (2006) discussed how

racially and ethnically minoritized families can be resistant to engaging in parenting programs

because of discrimination, oppression, and societal exclusion. Parenting programs that have

been developed based on the normative beliefs and practices of European-American families

lead to poorer outcomes for racially and ethnically minoritized families (Calzada, 2010;

Griner & Smith, 2006; Parra Cardona et al., 2012). One example of this can be found in the dif-

ference between an individualistic approach to parenting versus a collectivistic one, which is

more highly prioritized for cultural minorities (Griner & Smith, 2006).

In a systematic review of cultural adaptions for evidence-based parenting programs,

Baumann et al. (2015) articulated the need for more research on cultural adaptation models

and implementation strategies and evaluated outcomes to close the wide research-to-practice

gap for racially and ethnically minoritized families. In the cultural adaptation field, meta-

SCOPING REVIEW: PARENTING PROGRAMS FOR DIVERSE PARENTS 3399