Social Class, Child Rearing Practices, and Child Behavior.

In a sample of 107 Chinese immigrant families we examined whether cultural child-rearing beliefs moderated the association between parents’ use of punitive discipline and children’s behavioral adjustment. Immigrant parents and their children aged 7 to 17 years completed measures of parental discipline and child behavior problems. Parents also reported on indigenous Chinese child-rearing ideologies regarding shaming and training as strategies for raising competent and moral children. Results of hierarchical regression models conducted with parent-reported data indicated that the negative effects of punitive discipline on child behavior problems were not apparent when parents adhered to training and shaming ideologies. However, the buffering effects of training ideologies were more robust and consistent than shaming. The findings provide some evidence that the discipline—behavior problem link may be moderated by cultural context of caregiver psychology which shapes the meaning and implications of parental behavior.

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Child Behavior in Mexican American/Chicano Families: Maternal Teaching and Child-Rearing Practices

Family Relations ◽

10.2307/584562 ◽

1988 ◽

Vol 37 (3) ◽

pp. 275 ◽

Cited By ~ 25

Author(s):

Estella A. Martinez

Keyword(s):

Child Behavior ◽

Mexican American ◽

Child Rearing ◽

Maternal Teaching

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A Comparative Study of the Attitudes of Alcoholic Veterans and Nonalcoholic Veterans toward Child Rearing Practices and Family Life

Journal of Drug Education ◽

10.2190/jp82-gq60-wng2-vh45 ◽

1988 ◽

Vol 18 (2) ◽

pp. 125-134 ◽

Cited By ~ 6

Author(s):

Barbara B. Pease ◽

David F. Hurlbert

Keyword(s):

Social Class ◽

Emotional Expression ◽

Family Life ◽

Parental Attitudes ◽

Child Rearing ◽

Significant Variable ◽

Attitude Questionnaire ◽

Parental Attitude ◽

Male Veterans ◽

Stratified Sample

To compare parental attitudes of alcoholics and nonalcoholics a parental attitude questionnaire (PARI-Q4) was administered to a stratified sample of alcoholic veterans in a VA alcohol treatment program and to nonalcoholic male veterans employed at the VAMC. The f-test was used to test equality between samples. Pearson's r was used to correlate for age on all scales. ANOVA methods were used to correlate race, social class, and fatherhood variables. Significant differences between the groups appeared on six scales, “Encouraging Verbalization,” “Avoiding Harsh Punishment,” “Encouraging Emotional Expression,” “Irresponsibility of Father,” “Inconsiderate-ness of Wife,” and “Tolerating Aggression.” No significant differences regarding fatherhood, race, age or social class were found. Since alcoholism was the only significant variable found in this study it points to the need for intervention through teaching parental skills to alcoholics to decrease the risk of their children becoming alcoholics.

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Building trust, elevating voices, and sharing power in family partnership

Phi Delta Kappan ◽

10.1177/0031721718762423 ◽

2018 ◽

Vol 99 (6) ◽

pp. 49-53 ◽

Cited By ~ 3

Author(s):

Kristen Davidson ◽

Madeleine Case

Keyword(s):

School District ◽

Middle Class ◽

Family Involvement ◽

School Leaders ◽

Child Rearing ◽

Colorado School ◽

Building Trust ◽

Class Child ◽

Family Partnership ◽

Marginalized Families

Research has shown that traditional ways of promoting family involvement in school are often ineffective, especially among families whose approach does not align with the middle-class child-rearing practices embraced in many U.S. schools. To encourage greater family involvement, a Colorado school district is piloting a program in which educators and families partner to build relationships and make decisions together. By elevating the voices of marginalized families, school leaders hope to strengthen the bonds between families and schools, to the benefit of the students.

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Margaret Mead

Childhood Studies ◽

10.1093/obo/9780199791231-0231 ◽

2020 ◽

Author(s):

Virginia Yans ◽

Ji-Hye Shin

Keyword(s):

Child Behavior ◽

Cultural Influences ◽

New Guinea ◽

Historical Change ◽

Child Rearing ◽

Generation Gap ◽

Male Participant ◽

Western World ◽

Margaret Mead ◽

Parent Child

Margaret Mead (b. 1901–d. 1978), one of the 20th century’s most accomplished and controversial anthropologists, pioneered modern childhood studies. Her ethnographies and popular writings established child socialization as a centerpiece for the transmission of human culture. Mead understood human behavior as a product of complex interactions between biology and the ways in which various human cultures shaped and embellished biological inheritance beginning at birth. When Mead began her career in the 1920s, anthropology’s unique fieldwork methodology and the impending disappearance of “whole cultures” required female scientists: most small pre-literate societies in remote areas of the world would not accept male “participant observers” of women’s daily activities which, of course, included child rearing. Mead’s early 1920s and 1930s fieldwork in Samoa, New Guinea, and Bali emphasized different cultural patterns of child rearing practices and child behavior. Her controversial finding that Samoan adolescent girls moved through adolescence without turmoil initiated her fame. As a young woman cultural anthropologist specializing in child behavior, Mead both engaged and disputed established Western scientific notions of universal, “normal” developmental stages including Freud’s psychosexual stages and Piaget’s innate cognitive development models. The early Samoa and New Guinea fieldwork initiated Mead’s trademark practice of using anthropological knowledge as a social reform tool. Returning to the developed Western world with her field research, for example, she encouraged lay audiences to examine their own child rearing practices. During the 1930s and 1940s, Mead joined the “culture and personality” and “national character” schools of anthropology, two early iterations of today’s psychological anthropology. As an example, her Balinese field studies conducted with her third husband Gregory Bateson (a trained biologist and ethnographer) worked within a neo-Freudian framework emphasizing parent-child interaction and cultural influences. The Balinese field work method involving both hundreds of unstaged, but carefully photographed and filmed, parent-child interactions and accompanying detailed field notes followed her earlier use of projective testing of New Guinea children, all now recognized as innovations. In the post–World War II era Mead’s interests turned to evolutionary change but she retained her interest in youth recognizing that the children of the 1960s faced an unprecedented historical change colloquially known as the “generation gap.” Mead presciently predicted a reversal of thousands of years of generational roles: 20th-century children, she correctly foresaw, would be teaching their less experienced elders how to navigate and survive in a world of rapid social and technological change into which the young were born.

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Interpersonal Relationships and Child-Rearing Practices in 214 Parents of Battered Children

The British Journal of Psychiatry ◽

10.1192/bjp.127.6.513 ◽

1975 ◽

Vol 127 (6) ◽

pp. 513-525 ◽

Cited By ~ 51

Author(s):

Selwyn M. Smith ◽

Ruth Hanson

Keyword(s):

Social Class ◽

Interpersonal Relationships ◽

Physical Punishment ◽

The Self ◽

Child Rearing ◽

Child Management ◽

Families Of Origin

SummaryThe self-reported child-rearing practices of 214 parents of battered babies were characterized in a few but not all respects by demanding behaviour which exceeded that to be expected in relation to their social class and age. Inconsistency in child management was noted in the comparison between lack of demonstrativeness and emotional over-involvement, and between physical punishment and a tendency to be lax in the supervision of the child, and was reminiscent of parents of delinquents. Unhappiness and hostility in relationships with members of their families of origin, with unsupporting partners and with people in general were other important features. Generally, identified perpetrators were characterized by features significant for the sample as a whole.

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