Abstract
Information about the strengths and educational needs of Mexican American grandparents was obtained so as to adapt existing grandparenting programs for this population. Mexican American grandparents (n = 181), parents (n = 148), and grandchildren (n = l 73) provided information regarding grandparent satisfaction, success, teaching, difficulty, frustration, and information needs. Results revealed differences between English- and Spanish-speaking grandparents. Spanish-speaking grandparents reported a greater need for information than English-speaking grandparents, and more frustration when dealing with adolescents than with younger children. With regard to English-speaking grandparents, members of all three generations agreed that grandparents under the age of 61 experienced more frustration than their older counterparts, and grandparents who spent more than 5 hr a month with their grandchildren were more effective in their roles than those who spent less time. Possible factors that account for the findings are discussed, and recommendations for implementation of a grandparenting program are presented.
