The focus of this chapter is the integration of research findings on parental roles in the formation of heritage (e.g., ancestral, racial, ethnic, faith/religious) cultural identity within contexts in which one may experience marginalization and subjugation. This chapter elucidates positive parenting influences on youth heritage identity formation and their concomitant outcomes for youth. It also highlights specific factors that put youth at risk. The chapter concludes with parenting strategies that function to support the positive formation of heritage identity and strategies for navigating marginalizing and discriminatory experiences (MIDEs), which in turn, supports the academic, well-being, and global health of youth.
TopExtensive literature identifies the critical influence of parenting on youth developmental outcomes (Voisin et al., 2017) and emphasizes the importance of parenting style and the characteristics of parent/child relationship in promoting positive outcomes in adolescence and emerging adulthood (Beckmeyer et al., 2020; Davids et al, 2017; Johnson et al., 2023; Koutra et al., 2023; Lawson et al., 2019; Moran et al., 2018; O’Gara et al., 2020; Yeh & Waters, 2021). This area of study, initially founded on parent typologies put forth by Diana Baumrind (1971, 1989; Spera, 2005), has faced critique for an early focus on White, middle-class, educated families (Hardy et al., 2011; Hill, 2006).
Subsequent to the critique of homogeneity, research has since demonstrated cross-cultural applications of positive parenting practices, thus, reinforcing relevance across diverse demographics and cultures (e.g. Abar, Carter & Winsler, 2009; Adriaanse et al., 2016; Beckmeyer et al., 2020; Chen et al., 2021; Dotterer & James, 2018; Gale & Dyer, 2023; Hardy et al., 2011; Hill, 2006; Korol & Bevelander, 2021; Koutra et al., 2023; O'Gara et al., 2020; Smalls, 2009; Streit et al., 2021; Tagliabue et al., 2018). However, these findings are tempered by research indicating the need to identify and adapt to culture specific moderators of positive parenting styles that may influence these practices (Dotterer and Day, 2019; Hill, 2006). Such factors include socioeconomic and community safety stressors, ethnic identity (EID), faith identity (FID), marginalized identity discriminatory experience (MIDEs), and national/natal, acculturation, and other intersectional identity factors (Brown & Iyengar, 2008; Carlo & Padilla-Walker, 2020; Dotterer & Day, 2019; Edwards et al., 2010; Hayek et al., 2022; Hernandez et al., 2023; Huguley et al., 2019; Korol & Bevelander, 2021; Koutra et al., 2023; Thurman, 2023; Yeh & Waters, 2021). Globally, parenting involves scaffolding youth toward maturation and adult role functioning––which involves culturally congruent expression of self-regulation, self-discipline, self-direction, relational mutuality, social connectedness, emotional regulation and sensitivity, self-efficacy, anchored/embedded/affiliation self-identity, and resilience (Adriaanese et al., 2016; Johnson et al., 2023; Smalls, 2009; Spera, 2005; Tagliabue et al., 2018; Voisin et al., 2017).