An Ethnographic Study on Hispanic Mothers in Family Drug Court
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BREAKING THE CYCLE: AN ETHNOGRAPHIC STUDY ON HISPANIC MOTHERS PARTICIPATING IN FAMILY DRUG COURT by Rhonda Sue Tyler Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2018 2 BREAKING THE CYCLE: AN ETHNOGRAPIC STUDY ON HISPANIC MOTHERS PARTICIPATING IN FAMILY DRUG COURT by Rhonda Sue Tyler A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2018 APPROVED BY: Tamika Hibbert, Ed.D., LPC, NCC, Committee Chair Travis Bradshaw, Ph.D., Committee Member Amy McLemore, Ed.D., Committee Member 3 ABSTRACT The purpose of this critical ethnographic study was to understand the phenomena of generational substance abuse of Hispanic mothers. By participating in family drug court (FDC), a therapeutic judicial program, rather than incarceration, mothers have a greater opportunity to address their substance abuse issues (Brown, 2010). Motivated to restore their domestic structures, FDC often allows them to address their substance abuse issues and regain custody of their children, who are usually in family or state’s care (Choi, 2012). In this study, generational substance abuse will be generally defined as those women who are FDC participants and have lost custody of their children, predisposing their children to become substance abusers. The theories guiding this study are Vygotsky’s (1934) Social Development Theory due to his work with the interdependence of individual and social processes; Bandura’s Social Cognitive Theory (1986) on human motivation and action; and the cultural work of Boas and Mead (1928). A FDC counselor, (gatekeeper of this study), provides access to clients in FDC and to graduates for up to one year. By using several artifacts the study was a purposeful sample clearly depicting the culture of the group. Data were gathered through fieldwork (Wolcott, 2008) in the form of observations, surveys, interviews, and a100-Item Parent Behavior Checklist (Fox, 1994a) recognizing client sensitivity. Interpretation of the data provided an essence of the phenomenon, producing a cultural portrait, integrating both emic and etic views. Fetterman’s (2010) approach of triangulating the data helped in identifying that this group of women need intervention strategies to improve their: education; employment, housing, parenting skills, decisions, cultural appreciation, and goal setting abilities. Keywords : family drug court, Hispanic mothers in family drug court, intervention strategies, substance abuse, therapeutic jurisprudence 4 Dedication This manuscript is dedicated to my sister, Patty Janiece Hodges Simon (1967-2003). Her tragic death has left a gaping hole in many of our hearts; yet, it has motivated me to investigate her circumstance to better understand the phenomena of being a mother recovering from substance abuse. Since her death, I have learned that substance abuse involves both genetics and environment. By knowing her genetics and coming to understand the environment which pre-empted her death, I am in hopes of being able to transfer her experiences to help other mothers in this situation. Also by understanding her experiences, I hope to be able to suggest initiatives that might help to break the generational curse of substance abuse, no matter a mother’s ethnicity, which is a black cloud hanging over her four children. Patty, we miss you. 5 Acknowledgments There are so many people to thank who have supported me on this six and a half year journey. The main characters have been my husband, Jim; my parents, Milton and Patsy Hodges; my children Jason, Amanda, and Cooper Tyler; Byron and Bailey Tyler; and Jordan Tyler; and a great friend and mentor, Joan M. Tucker; and Liberty University. To borrow the words of my husband as he sometimes refers to our 28-year marriage, “it (this educational journey) seems like five minutes . under water!” Jim, I am blessed by your Christian leadership in our home and by your life. Your silent but strong support has brought out the endurance to finish the race and achieve this goal. Mom and Dad, thank you for supporting my educational goals, especially in the early years. When I was a single mom, you babysat on the nights I had class, even after working all day yourself. Dad – thank you for your quick mind, and Mom – thank you for your voice. This document may be hard to read as it revisits old wounds, but please know that maybe by studying this phenomena, I can help others recover from substance abuse and break the cycle of generational substance abuse. To my children, in-law children, and grandchild – you guys have been put-off, put on-hold, and had to re-arrange schedules to accommodate my “working on my paper.” I know you see my love for education as each one of you strives to be professionals in your various careers and Lord-loving children of God. I thank you for your patience during this journey. (Your names need to be on my degree as well as mine!) Joan, your friendship, leadership, support, and encouragement have been invaluable. Through your Christian role model I have been able to live with intentionality to earn this 6 degree. Who would have thought that those first days in as your S.I.F.E. student would have lead us down so many paths and roads the past 29 years. Thank you. Brenda Pierce and William “Bill” Raabe: thank you for allowing me to learn and be a part of the great help and program you are both involved in and show strong leadership. My appreciation to the women who shared their lives with me and opened their hearts. Friends that have read my “paper,” provided eyes, edited, printed, and have prayed for me, thank you: Joe and Joyce Walker; Arita Van Dyke; Jeff and Lori Fair; Brandi Davis, and my friends at New Mexico Junior College. Upon the death of my committee member, Dr. Michele Clingman, not only did I lose an academic colleague, but a long-time friend. Dr. Clingman provided such practical advice, and her experience shed light on the doctoral process and English grammar. She is missed by many, and I am so humbled at her tenacity on helping me, as she (unknowing to me) was suffering from cancer. Thank you to Dr. Hibbert, my Chair, for finding Dr. McLemore to complete my committee membership, and thanks to Dr. McLemore for graciously agreeing to help me. Dr. Travis Bradshaw, thank you for your thoroughness. Your eagle-eye scrutiny helped to find every comma error, spacing error, and context error. I appreciate your time and also your expedience in returning my documents to me. Finally, my hat-is-off to the faculty and staff at Liberty University. The curriculum is founded on Christian principles and truly follows their motto: Making Champions for Christ. If it was not for this program and the standards in which it abides, I probably would not have completed this goal. The Lynchburg facilities also add to the overall Christian experience. 7 Table of Contents ABSTRACT .................................................................................................................................... 3 Dedication ....................................................................................................................................... 4 Acknowledgments........................................................................................................................... 5 Table of Contents ............................................................................................................................ 7 List of Tables ................................................................................................................................ 12 List of Abbreviations .................................................................................................................... 13 CHAPTER ONE: INTRODUCTION .......................................................................................... 15 Overview ........................................................................................................................... 15 Background ....................................................................................................................... 18 Situation to Self................................................................................................................. 21 Problem Statement ............................................................................................................ 26 Purpose Statement ............................................................................................................. 27 Significance of the Study .................................................................................................. 28 Research Questions ........................................................................................................... 31 Definitions......................................................................................................................... 33 Summary ........................................................................................................................... 34 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 36 Overview ........................................................................................................................... 36 Theoretical Framework ..................................................................................................... 37 Related Literature.............................................................................................................