Parenting in Mexican American families is a complex activity, given the heterogeneity of adaptation among the generations of Mexicans. Through ethnographic research methodology and a case study approach, I show that childrearing is affected by generational status and participation in a grass roots community group, organised around educational issues. Collectivism characterises the childrearing of the immigrant generation. It is maintained as a conscious value by the first generation parents, although socialisation practices and child behaviour actually shift in an individualistic direction, particularly in the area of critical thinking. Nonetheless, in both cohorts, the observable practices in the home between the parent and child indicate a strong orientation toward respect and family ties. At the same time, the Spanish language is lost rapidly in the first generation families, due largely to English-only laws that affected that generation. For the immigrant group, on the other hand, bilingualism is more acceptable as a result of the changing political climate. Both groups of families have experienced isolation from the schools because they have been excluded from full participation in the educational system. However, as the immigrant cohort of parents organised and became involved in a support group, cultural knowledge about dealing with schools was learned as a sense of community was built.
