{"id":{"repo_id":"uic","oai_identifier":"oai:figshare.com:article/32993852"},"canonical_url":"https://search.dev.ndltd.org/etd/uic/oai:figshare.com:article/32993852","repository":{"repo_id":"uic","name":"University of Illinois - Chicago","base_url":"https://api.figshare.com/v2/oai"},"display":{"title":"Mexican and Mexican American Mothers’ and Fathers’ Experiences of Social Emotional Support for Children","abstract":"This dissertation explored the experiences of Mexican and Mexican American mothers and fathers as they support the social-emotional development of their young children with disabilities. Despite the significant representation of Latine children in special education, many caregivers continue to face challenges in understanding and accessing resources to help meet their children's social-emotional needs (Hardin et al., 2009). Additionally, there is a notable gap in resources available to support Latine parents in low-income communities, specifically in fostering the social-emotional development of children with disabilities (Burke et al., 2019). The purpose of this multiple case study was to examine Mexican mothers, Mexican fathers, Mexican American mothers, and Mexican American fathers and how their cultural dynamics shape parenting practices and influence family engagement with schools and community organizations. In depth semi structured individual interviews were conducted as well as artifact collection; to explore how Mexican and Mexican American caregivers of the same family navigate and evaluate the social emotional learning supports available in both the United States and Mexico for young children with disabilities. Using cross case analysis, key themes were identified and insights from caregivers' stories contributed to the cross-case analysis on social-emotional learning for young children with disabilities. This qualitative study sought to deepen our understanding of how Mexican and Mexican American families navigate support systems to foster the social-emotional growth of their children with disabilities within the home, school, and community contexts","abstract_html":"This dissertation explored the experiences of Mexican and Mexican American mothers and fathers as they support the social-emotional development of their young children with disabilities. Despite the significant representation of Latine children in special education, many caregivers continue to face challenges in understanding and accessing resources to help meet their children's social-emotional needs (Hardin et al., 2009). Additionally, there is a notable gap in resources available to support Latine parents in low-income communities, specifically in fostering the social-emotional development of children with disabilities (Burke et al., 2019). The purpose of this multiple case study was to examine Mexican mothers, Mexican fathers, Mexican American mothers, and Mexican American fathers and how their cultural dynamics shape parenting practices and influence family engagement with schools and community organizations. In depth semi structured individual interviews were conducted as well as artifact collection; to explore how Mexican and Mexican American caregivers of the same family navigate and evaluate the social emotional learning supports available in both the United States and Mexico for young children with disabilities. Using cross case analysis, key themes were identified and insights from caregivers' stories contributed to the cross-case analysis on social-emotional learning for young children with disabilities. This qualitative study sought to deepen our understanding of how Mexican and Mexican American families navigate support systems to foster the social-emotional growth of their children with disabilities within the home, school, and community contexts","abstract_has_math":false,"creators":["Stephanie Fernandez (13547548)"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05-01T00:00:00Z","date_published":"2026-05-01T00:00:00Z","updated_at":"2026-07-27T21:33:39Z","subjects":["Education","Special"],"languages":[],"rights":["In Copyright"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.25417/uic.32993852.v1","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stephanie Fernandez (13547548)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2026-05-01T00:00:00Z"]},{"key":"dc:relation","label":"Dc Relation","values":["https://figshare.com/articles/thesis/Mexican_and_Mexican_American_Mothers_and_Fathers_Experiences_of_Social_Emotional_Support_for_Children/32993852"]},{"key":"dc:type","label":"Dc Type","values":["Text","Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Special"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["10.25417/uic.32993852.v1"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation explored the experiences of Mexican and Mexican American mothers and fathers as they support the social-emotional development of their young children with disabilities. Despite the significant representation of Latine children in special education, many caregivers continue to face challenges in understanding and accessing resources to help meet their children's social-emotional needs (Hardin et al., 2009). Additionally, there is a notable gap in resources available to support Latine parents in low-income communities, specifically in fostering the social-emotional development of children with disabilities (Burke et al., 2019). The purpose of this multiple case study was to examine Mexican mothers, Mexican fathers, Mexican American mothers, and Mexican American fathers and how their cultural dynamics shape parenting practices and influence family engagement with schools and community organizations. In depth semi structured individual interviews were conducted as well as artifact collection; to explore how Mexican and Mexican American caregivers of the same family navigate and evaluate the social emotional learning supports available in both the United States and Mexico for young children with disabilities. Using cross case analysis, key themes were identified and insights from caregivers' stories contributed to the cross-case analysis on social-emotional learning for young children with disabilities. This qualitative study sought to deepen our understanding of how Mexican and Mexican American families navigate support systems to foster the social-emotional growth of their children with disabilities within the home, school, and community contexts"]},{"key":"dc:title","label":"Title","values":["Mexican and Mexican American Mothers’ and Fathers’ Experiences of Social Emotional Support for Children"]}]}],"canonical_facts":{"dc:creator":["Stephanie Fernandez (13547548)"],"dc:date":["2026-05-01T00:00:00Z"],"dc:description":["This dissertation explored the experiences of Mexican and Mexican American mothers and fathers as they support the social-emotional development of their young children with disabilities. Despite the significant representation of Latine children in special education, many caregivers continue to face challenges in understanding and accessing resources to help meet their children's social-emotional needs (Hardin et al., 2009). Additionally, there is a notable gap in resources available to support Latine parents in low-income communities, specifically in fostering the social-emotional development of children with disabilities (Burke et al., 2019). The purpose of this multiple case study was to examine Mexican mothers, Mexican fathers, Mexican American mothers, and Mexican American fathers and how their cultural dynamics shape parenting practices and influence family engagement with schools and community organizations. In depth semi structured individual interviews were conducted as well as artifact collection; to explore how Mexican and Mexican American caregivers of the same family navigate and evaluate the social emotional learning supports available in both the United States and Mexico for young children with disabilities. Using cross case analysis, key themes were identified and insights from caregivers' stories contributed to the cross-case analysis on social-emotional learning for young children with disabilities. This qualitative study sought to deepen our understanding of how Mexican and Mexican American families navigate support systems to foster the social-emotional growth of their children with disabilities within the home, school, and community contexts"],"dc:identifier":["10.25417/uic.32993852.v1"],"dc:relation":["https://figshare.com/articles/thesis/Mexican_and_Mexican_American_Mothers_and_Fathers_Experiences_of_Social_Emotional_Support_for_Children/32993852"],"dc:rights":["In Copyright"],"dc:subject":["Education","Special"],"dc:title":["Mexican and Mexican American Mothers’ and Fathers’ Experiences of Social Emotional Support for Children"],"dc:type":["Text","Thesis"]},"updated_at":"2026-07-27T21:33:39Z"}