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The Journal of Primary Prevention

, Volume 38, Issue 6, pp 627–645 | Cite as

A Culturally Sensitive Approach to Large-Scale Prevention Studies: A Case Study of a Randomized Controlled Trial With Low-Income Latino Communities

  • David E. RangelEmail author
  • Carmen R. Valdez
Literature Review

Abstract

In response to U.S. federal mandates to increase the presence of underrepresented populations in prevention research, investigators have increasingly focused on using culturally sensitive research practices. However, scholars have rarely discussed these practices in terms of a larger culturally sensitive framework. Further, while the literature has explored how culturally sensitive approaches can be employed in a variety of methods, there has been little examination of how to incorporate such approaches into experimental designs. In this paper, we explain how we incorporated a culturally sensitive framework in a cluster randomized field trial with over 3000 predominantly low-income Latino families, utilizing an intervention designed to improve social relations and enhance family functioning. We offer conceptual and practical examples to guide other researchers who want to adopt a similar approach in their research designs. In addition, we discuss the benefits of forging local partnerships throughout the research process to ensure respect for racial and ethnic minorities participating in social and behavioral experimental studies. We conclude with practical considerations for utilizing a culturally sensitive framework to advance prevention programs, policies, and practices among underrepresented groups in order to achieve the ultimate goal of addressing the traditional underrepresentation of racial and ethnic minorities in research.

Keywords

Latinos Prevention research Culturally-sensitive research Randomized controlled trials FAST 

Notes

Acknowledgements

This research was supported by grants from the National Institute of Child Health and Human Development [R01HD051762-01A2], the Institute of Education Sciences U.S. Department of Education [R305B090009], and the Ford Foundation. Many thanks to Drs. Adam Gamoran, Ruth N. López Turley, Monique Mills, and Sandy Magaña who read previous versions of the manuscript. The contents herein are solely the responsibility of the authors and do not necessarily represent the official views of the supporting agencies. Authors’ names are in alphabetical order, with both contributing equally to the article.

Compliance With Ethical Standards

Conflict of Interest

The authors declare they have no conflicts of interest.

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Copyright information

© Springer Science+Business Media, LLC 2017

Authors and Affiliations

  1. 1.Department of EducationBrown UniversityProvidenceUSA
  2. 2.Department of Counseling PsychologyUniversity of Wisconsin–MadisonMadisonUSA

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