Understanding “Autism Community Wealth” within the Latino Community in Los Angeles County: A Theoretical Framework

Background: It is well documented that Latino parents of children with autism spectrum disorder (ASD) in the United States face barriers to obtaining diagnoses and treatment for their children (Zuckerman et al., 2013). However, little is known about how Latino parents manage to overcome barriers to accessing autism services (Fryer 2008). This study uses Yosso’s six‐part Cultural Wealth Model, which includes six types of capital (i.e., familial, social, linguistic, resistance, aspirational, navigational), to conceptualize how Latino parents utilize cultural capital to overcome barriers and access autism-services for their children (Yosso, 2005).

Objectives:To identify community cultural capital used by low socioeconomic status (SES), Latino parents of children with ASD to access care for their children.

Methods:IRB approval was obtained to interview 21 self-identified English- and Spanish-speaking Latino parents of children with ASD and 3 key informants (community leaders). Criteria for study participation included residency in Los Angeles County, being of Latin American descent, of low SES, as defined by the U.S. Federal Poverty Guidelines, and a parent of a child between the ages of 2 and 10 years with a professional diagnosis of ASD. Key informants were eligible if they worked with low-income, Latino parents of children with autism. Focus groups were conducted utilizing open-ended prompts to elicit discussion. Focus groups were audio-recorded, transcribed verbatim, and independently coded for major conceptual models. Exploratory, qualitative analyses were conducted using a modified grounded theory approach. Six raters coded each transcript to ensure reliability. Data triangulation and methodology triangulation were employed to ensure validity and reliability of data interpretation.

Results:Latinos show the greatest wealth in the area of (1)Familial capital, such that their familias (kin) provide significant emotional and informational support, particularly once they accepted the diagnosis. The strong kinship in the home, often expands into the community with professionals (e.g., teachers, doctors, etc.) and other parents, which then becomes their (2)Social capital. Key informants report noting a kinship within these groups that helps parents stay informed and connect to more resources. Following the establishment of these relationships, they build a greater (3)Linguistic Capital within the realm of ASD as they become comfortable with the jargon. For monolingual Spanish-speaking parents, linguistic capital was depressed because of language barriers and resources were not usually offered in Spanish. Nonetheless, with the (4) Resistance capital they possessed, all parents indicated a stronger self-confidence that promoted their ability to advocate for their child and themselves. Consequently, in the face of biased practices they have the ability to counteract these comments. But of these capitals, their (5)Aspirational Capital, which refers to their ability to maintain hopes and dreams for the future, motivates them the most to advocate for their children. Yet, this is limited by their concerns about their own future health.

Conclusions:Understanding how these parents use Community Wealth to navigate autism services for their children may facilitate the creation of novel and culturally sensitive educational and outreach strategies that may make early intervention diagnostic and interventions more accessible to low-income Latino communities.