{"id":101,"date":"2021-01-21T19:36:52","date_gmt":"2021-01-21T19:36:52","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/child\/chapter\/family-life\/"},"modified":"2021-01-21T19:36:52","modified_gmt":"2021-01-21T19:36:52","slug":"family-life","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/child\/chapter\/family-life\/","title":{"raw":"Family Life","rendered":"Family Life"},"content":{"raw":"One of the ways to assess the quality of family life is to consider the tasks of families.\n\nBerger (2005) lists five family functions:\n
    \n \t
  1. Providing food, clothing and shelter<\/li>\n \t
  2. Encouraging Learning<\/li>\n \t
  3. Developing self-esteem<\/li>\n \t
  4. Nurturing friendships with peers<\/li>\n \t
  5. Providing harmony and stability<\/li>\n<\/ol>\nNotice that in addition to providing food, shelter, and clothing, families are responsible for helping the child learn, relate to others, and have a confident sense of self.\u00a0The\u00a0family provides a harmonious and stable environment for living.\u00a0A\u00a0good home environment is one in which the child's physical, cognitive, emotional, and social needs are adequately met.\u00a0Sometimes\u00a0families emphasize physical needs, but ignore cognitive or emotional needs.\u00a0Other times, families pay close attention to physical needs and academic requirements, but may fail to nurture the child's friendships with peers or guide the child toward developing healthy relationships.\u00a0Parents might want to consider how it feels to live in the household.\u00a0Is it stressful and conflict-ridden?\u00a0Is it a place where family members enjoy being?\n

    Parenting Styles<\/h1>\n\"Smiling\n\nRelationships between parents and children continue to play a significant role in children\u2019s development during early childhood.\u00a0We will explore two models of parenting styles. Keep in mind that most parents do not follow any model completely.\u00a0Real people tend to fall somewhere in between these styles.\u00a0And sometimes parenting styles change from one child to the next or in times when the parent has more or less time and energy for parenting.\u00a0Parenting styles can also be affected by concerns the parent has in other areas of their life.\u00a0For example, parenting styles tend to become more authoritarian when parents are tired and perhaps more authoritative when they are more energetic. Sometimes parents seem to change their\u00a0parenting approach when others are around, maybe because they become more self-conscious as parents or are concerned with giving others the impression that they are a \u201ctough\u201d parent or an \u201ceasy-going\u201d parent.\u00a0And of course, parenting styles may reflect the type of parenting someone saw modeled while growing up.\n

    Baumrind's Parenting Styles<\/h2>\nBaumrind\u00a0(1971) offers a model of parenting that includes three styles.\u00a0The\u00a0first,\u00a0authoritarian<\/strong>, is the traditional model of parenting in which parents make the rules and children are expected to be obedient.\u00a0Baumrind suggests that authoritarian parents tend to place maturity demands on their children that are unreasonably high and tend to be aloof and distant.\u00a0Consequently, children reared in this way may fear rather than respect their parents and, because their parents do not allow discussion, may take out their frustrations on safer targets - perhaps as bullies toward peers.\n\nPermissive\u00a0parenting<\/strong> involves being a friend to a child rather than an authority figure.\u00a0Children are allowed to make their own rules and determine their own activities.\u00a0Parents are warm and communicative but provide little structure for their children.\u00a0Children may fail to learn self-discipline and may feel somewhat insecure because they do not know the limits.\n\nAuthoritative\u00a0parenting<\/strong> involves being appropriately strict, reasonable, and affectionate.\u00a0Parents allow negotiation where appropriate and discipline matches the severity of the offense.\u00a0A popular parenting program that is offered in many school districts is called \u201cLove and Logic\u201d and reflects the authoritative or democratic style of parenting just described.\n\nToday we recognize a fourth style within the Baumrind framework: uninvolved\u00a0parenting.<\/strong> These parents\u00a0are disengaged from their children. They do not make demands on their children and are non-responsive. These children can suffer in school and in their relationships with their peers (Gecas & Self, 1991).\n\n[caption id=\"attachment_3343\" align=\"aligncenter\" width=\"800\"]\"Chart<\/a> Figure 7.7.1<\/strong>. Parents who are both warm and responsive while still maintaining a high level of control are considered authoritative.[\/caption]\n

    Lemasters and Defrain's Parenting Model<\/h2>\nLemasters and Defrain\u00a0(1989) offered yet another model of parenting.\u00a0This model is interesting because it looks more closely at the motivations of the parent and suggests that parenting styles are often designed to meet the psychological needs of the parent rather than the developmental needs of the child.\n\nThe\u00a0martyr<\/strong>\u00a0is a parent who will do anything for the child, even tasks that the child should do for himself or herself.\u00a0All of the good deeds performed for the child, in the name of being a \u201cgood parent,\u201d may be used later should the parent want to gain compliance from the child.\u00a0If\u00a0a child goes against the parent\u2019s wishes, the parent can remind the child of all of the times the parent helped the child and evoke a feeling of guilt so that the child will do what the parent wants.\u00a0The\u00a0child learns to be dependent and manipulative as a result.\u00a0(Beware, a parent busy whipping up cookies may really be thinking \u201ccontrol\u201d!)\n\nThe\u00a0pal<\/strong>\u00a0is like the permissive parent described in Baumrind\u2019s model above.\u00a0The\u00a0pal wants to be the child\u2019s friend.\u00a0Perhaps the parent is lonely, or perhaps the parent is trying to win a popularity contest against an ex-spouse.\u00a0Pals let children do what they want and focus most on being entertaining and fun. They set few limitations.\u00a0Consequently, the child may have little self-discipline and may try to test limits with others.\n\nThe\u00a0police officer\/drill sergeant\u00a0<\/strong>style of parenting is similar to the authoritarian parent described above.\u00a0The\u00a0parent focuses primarily on making sure that the child is obedient and that the parent has full control of the child.\u00a0Sometimes this can be taken to extremes by giving the child tasks that are really designed to check on their level of obedience.\u00a0For example, the parent may require that the child fold the clothes and place items back in the drawer in a particular way.\u00a0If\u00a0not, the child might be scolded or punished for not doing things \u201cright.\u201d This type of parent has a very difficult time allowing the child to grow and learn to make decisions independently.\u00a0And the child may have a lot of resentment toward the parent that is displaced on others.\n\nThe\u00a0teacher-counselor\u00a0<\/strong>parent is one who pays a lot of attention to expert advice on parenting and who believes that as long as all of the steps are followed, the parent can rear a perfect child.\u00a0\u201cWhat\u2019s wrong with that?\u201d you might ask.\u00a0There are two major problems with this approach.\u00a0First, the parent is taking all of the responsibility for the child\u2019s behavior, at least indirectly.\u00a0If\u00a0the child has difficulty, the parent feels responsible and thinks that the solution lies in reading more advice and trying more diligently to follow that advice.\u00a0Parents can certainly influence children, but thinking that the parent is fully responsible for the child\u2019s outcome is faulty. A parent can only do so much and can never have full control over the child.\u00a0Another problem with this approach is that the child may get an unrealistic sense of the world and what can be expected from others.\u00a0For example, if a teacher-counselor parent decides to help the child build self-esteem and has read that telling the child how special he or she is or how important it is to compliment the child on a job well done, the parent may convey the message that everything the child does is exceptional or extraordinary.\u00a0A child may come to expect that all of his efforts warrant praise, and in the real world, this is not something one can expect.\u00a0Perhaps children get more of a sense of pride from assessing their own performance than from having others praise their efforts.\n\nSo what is left?\u00a0Lemasters and Defrain (1989) suggest that the\u00a0athletic coach\u00a0style of parenting<\/strong> is best.\u00a0Before\u00a0you draw conclusions here, set aside any negative experiences you may have had with coaches in the past.\u00a0The\u00a0principles of coaching are what are important to Lemasters and Defrain.\u00a0A coach helps players form strategies, supports their efforts, gives feedback on what went right and what went wrong, and stands at the sideline while the players perform.\u00a0Coaches and referees make sure that the rules of the game are followed and that all players adhere to those rules.\u00a0Similarly, the athletic coach as parent helps the child understand what needs to happen in certain situations whether in friendships, school, or home life and encourages and advises the child about how to manage these situations.\u00a0The\u00a0parent does not intervene or do things for the child.\u00a0Rather, the parent\u2019s role is to provide guidance while the child learns first hand how to handle these situations.\u00a0The rules for behavior are consistent and objective and presented in that way.\u00a0So, a child who is late for dinner might hear the parent respond in this way, \u201cDinner was at six o\u2019clock.\u201d\u00a0 Rather than, \u201cYou know good and well that we always eat at six.\u00a0If\u00a0you expect me to get up and make something for you now, you have got another thing coming!\u00a0Just who do you think you are showing up late and looking for food?\u00a0You\u2019re grounded until further notice!\u201d\n\nThe most important thing to remember about parenting is that you can be a better, more objective parent when you are directing your actions toward the child\u2019s needs while considering what they can reasonably be expected to do at their stage of development.\u00a0Parenting is more difficult when you are tired and have psychological needs that interfere with the relationship.\u00a0Some of the best advice for parents is to try not to take the child\u2019s actions personally, and be as objective as possible.\n

    Class and Culture<\/h2>\nThe impact of class and culture\u00a0cannot be ignored when examining parenting styles.\u00a0The\u00a0two models of parenting described above assume that authoritative and athletic coaching styles are best because they are designed to help the parent raise a child who is independent, self-reliant, and responsible.\u00a0These are qualities favored in \u201cindividualistic\u201d cultures such as the United States, particularly by the middle class.\n\nAuthoritarian parenting has been used historically and reflects the cultural need for children to do as they are told.\u00a0African-American, Hispanic, and Asian parents tend to be more authoritarian than non-Hispanic whites. In collectivistic cultures such as China or Korea, being obedient and compliant are favored behaviors. In societies where family members\u2019 cooperation is necessary for survival, as in the case of raising crops, rearing children who are independent and who strive to be on their own makes no sense.\u00a0But in an economy based on being mobile in order to find jobs and where one\u2019s earnings are based on education, raising a child to be independent is very important.\n\nWorking-class parents are more likely than middle-class parents to focus on obedience and honesty when raising their children.\u00a0In a classic study on social class and parenting styles called\u00a0Class and Conformity<\/em>, Kohn (1977) explained that parents tend to emphasize qualities that are needed for their own survival when parenting their children.\u00a0Working-class parents are rewarded for being obedient, reliable, and honest in their jobs.\u00a0They are not paid to be independent or to question the management; rather, they move up and are considered good employees if they show up on time, do their work as they are told, and can be counted on by their employers.\u00a0Consequently, these parents reward honesty and obedience in their children.\u00a0Middle-class parents who work as professionals are rewarded for taking initiative, being self-directed, and assertive in their jobs.\u00a0They are required to get the job done without being told exactly what to do.\u00a0They are asked to be innovative and to work independently.\u00a0These parents encourage their children to have those qualities as well by rewarding independence and self-reliance.\u00a0Parenting styles can reflect many elements of culture.\n
    \n

    Link to Learning<\/h3>\nVideo 7.7.1.<\/strong> In Scout O'Donnell's TED Talk,<\/a>\u00a0she describes the alternative parenting style used by her parents. Can you find elements of authoritative and coaching parenting, along with a little Love and Logic?\n\nhttps:\/\/www.youtube.com\/watch?time_continue=86&v=RMxqTXgRO9E\n\n<\/div>\n
    \n

    Try It<\/h3>\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16587\n\n<\/div>\n

    Parenting and Behaviorism<\/h1>\nParenting generally involves many opportunities to apply principles of behaviorism, especially operant conditioning. In discussing operant conditioning, we use several everyday words\u2014positive, negative, reinforcement, and punishment\u2014in a specialized manner. In operant conditioning, positive and negative do not mean good and bad. Instead,\u00a0positive<\/em>\u00a0means you are adding something, and\u00a0negative<\/em>\u00a0means you are taking something away.\u00a0Reinforcement<\/em>\u00a0means you are increasing a behavior, and\u00a0punishment<\/em>\u00a0means you are decreasing a behavior. Reinforcement can be positive or negative, and punishment can also be positive or negative. All reinforcers (positive or negative)\u00a0increase<\/em>\u00a0the likelihood of a behavioral response. All punishers (positive or negative)\u00a0decrease<\/em>\u00a0the likelihood of a behavioral response. Now let\u2019s combine these four terms: positive reinforcement, negative reinforcement, positive punishment, and negative punishment. (See table below.)\n\n\n\n\n\n
    Table 7.7.1. Positive and Negative Reinforcement and Punishment<\/em><\/caption>\n
    <\/th>\nReinforcement<\/th>\nPunishment<\/th>\n<\/tr>\n<\/thead>\n
    Positive<\/td>\nSomething is\u00a0added<\/em>\u00a0to\u00a0increase<\/em>\u00a0the likelihood of a behavior.<\/td>\nSomething is\u00a0added<\/em>\u00a0to\u00a0decrease<\/em>\u00a0the likelihood of a behavior.<\/td>\n<\/tr>\n
    Negative<\/td>\nSomething is\u00a0removed<\/em>\u00a0to\u00a0increase<\/em>\u00a0the likelihood of a behavior.<\/td>\nSomething is\u00a0removed<\/em>\u00a0to\u00a0decrease<\/em>\u00a0the likelihood of a behavior.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    The most effective way to teach a person or animal a new behavior is with positive reinforcement. In\u00a0positive reinforcement<\/b>, a stimulus is added to the situation to increase a behavior. Parents and teachers use positive reinforcement all the time, from offering dessert after dinner, praising children for cleaning their room or completing some work, offering a toy at the end of a successful piano recital, or earning more time for recess. The goal of providing these forms of positive reinforcement is to increase the likelihood of the same behavior occurring in the future.<\/p>\nPositive reinforcement is an extremely effective learning tool, as evidenced by nearly 80 years worth of research. That said, there are many ways to introduce positive reinforcement into a situation. Many people believe that reinforcers must be tangible, but research shows that verbal praise and hugs are very effective reinforcers for people of all ages. Further, research suggests that constantly providing tangible reinforcers may actually be counterproductive in certain situations. For example, paying children for their grades may undermine their intrinsic motivation to go to school and do well. While children who are paid for their grades may maintain good grades, it is to receive the reinforcing pay, not because they have an intrinsic desire to do well. The impact is especially detrimental to students who initially have a high level of intrinsic motivation to do well in school. Therefore, we must provide appropriate reinforcement, and be careful to ensure that the reinforcement does not undermine intrinsic motivation.\n

    In\u00a0negative reinforcement<\/b>, an aversive stimulus is removed to increase a behavior. For example, car manufacturers use the principles of negative reinforcement in their seatbelt systems, which go \u201cbeep, beep, beep\u201d until you fasten your seatbelt. The annoying sound stops when you exhibit the desired behavior, increasing the likelihood that you will buckle up in the future. Negative reinforcement is also used frequently in horse training. Riders apply pressure\u2014by pulling the reins or squeezing their legs\u2014and then remove the pressure when the horse performs the desired behavior, such as turning or speeding up. The pressure is the negative stimulus that the horse wants to remove.<\/p>\nSometimes, adding something to the situation is reinforcing as in the cases we described above with cookies, praise, and money. Positive reinforcement involves adding something to the situation in order to encourage a behavior. Other times, taking something away from a situation can be reinforcing. For example, the loud, annoying buzzer on your alarm clock encourages you to get up so that you can turn it off and get rid of the noise. Children whine in order to get their parents to do something and often, parents give in just to stop the whining. In these instances, children have used negative reinforcement to get what they want.\n\nOperant conditioning tends to work best if you focus on trying to encourage a behavior or move a person into the direction you want them to go rather than telling them what not to do. Reinforcers are used to encourage behavior; punishers are used to stop the behavior. A punisher is anything that follows an act and decreases the chance it will reoccur. As with reinforcement, there are also two types of punishment: positive punishment and negative punishment.\n\nPositive punishment<\/strong> involves adding something in order to decrease the likelihood that a behavior will occur again in the future. Spanking is an example of positive punishment. Receiving a speeding ticket is also an example of positive punishment. Both of these punishers, the spanking and the speeding ticket, are intended to decrease the reoccurrence of the related behavior.\n\nNegative punishment<\/strong> involves removing something that is desired in order to decrease the likelihood that a behavior will occur again in the future. Putting a child in time out can serve as a negative punishment if the child enjoys social interaction. Taking away a child's technology privileges can also be a negative punishment. Taking away something that is desired encourages the child to refrain from engaging in that behavior again in order to not lose the desired object or activity.\n\nOften, punished behavior doesn't really go away. It is just suppressed and may reoccur\u00a0whenever the threat of punishment is removed. For example, a child may not cuss around you because you've washed his mouth out with soap, but he may cuss around his friends. A motorist may only slow down when the trooper is on the side of the freeway. Another problem with punishment is that when a person focuses on punishment, they may find it hard to see what the other does right or well. Punishment is stigmatizing; when punished, some people start to see themselves as bad and give up trying to change.\n\nReinforcement can occur in a predictable way, such as after every desired action is performed (called continuous reinforcement), or intermittently, after the behavior is performed a number of times or the first time it is performed after a certain amount of time (called partial reinforcement whether based on the number of times or the passage of time). The schedule of reinforcement has an impact on how long a behavior continues after reinforcement is discontinued.\u00a0So a parent who has rewarded a child\u2019s actions each time may find that the child gives up very quickly if a reward is not immediately forthcoming. Children will learn quickest under a continuous schedule of reinforcement. Then the parent should switch to a schedule of partial reinforcement to maintain the behavior.\n

    \n

    Try It<\/h3>\nTry this interactive to ensure you understand the differences between punishment and reinforcement. You'll see a few introductory slides that review the concepts and then answer some questions from parenting scenarios about what constitutes punishment (positive or negative) or reinforcement (positive or negative). Check your understanding on the final slide by placing the correct terms in the paragraph.\n\n[embed]https:\/\/lumenlearning.h5p.com\/content\/1290850306672497978\/embed[\/embed]\n\n<\/div>\n
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    watch it<\/h3>\nVideo 7.7.2.\u00a0<\/strong>This video provides an explanation of the strategies involved with using operant conditioning in parenting. Pay attention to the potential consequences of overusing punishment.\n\n[embed]https:\/\/www.youtube.com\/watch?v=BVbGSVhKGwA[\/embed]\n\n<\/div>\n
    \n

    Everyday Connection: Behavior Modification in Children<\/h3>\nParents and teachers often use behavior modification to change a child\u2019s behavior. Behavior modification uses the principles of operant conditioning to accomplish behavior change so that undesirable behaviors are switched for more socially acceptable ones. Some teachers and parents create a sticker chart, in which several behaviors are listed. Sticker charts are a form of token economies. Each time children perform the behavior, they get a sticker, and after a certain number of stickers, they get a prize or reinforcer. The goal is to increase acceptable behaviors and decrease misbehavior. Remember, it is best to reinforce desired behaviors, rather than to use punishment. In the classroom, the teacher can reinforce a wide range of behaviors, from students raising their hands, to walking quietly in the hall, to turning in their homework. At home, parents might create a behavior chart that rewards children for things such as putting away toys, brushing their teeth, and helping with dinner. In order for behavior modification to be effective, the reinforcement needs to be connected with the behavior; the reinforcement must matter to the child and be provided consistently.\n
    \n\n[caption id=\"\" align=\"aligncenter\" width=\"488\"]\"A Figure 5<\/strong>. Sticker charts are a form of positive reinforcement and a tool for behavior modification. Once this little girl earns a certain number of stickers for demonstrating a desired behavior, she will be rewarded with a trip to the ice cream parlor. (credit: Abigail Batchelder)[\/caption]<\/figure>\nTime-out is another popular technique used in behavior modification with children. It operates on the principle of negative punishment. When a child demonstrates an undesirable behavior, she is removed from the desirable activity at hand. For example, say that Sophia and her brother Mario are playing with building blocks. Sophia throws some blocks at her brother, so you give her a warning that she will go to time-out if she does it again. A few minutes later, she throws more blocks at Mario. You remove Sophia from the room for a few minutes. When she comes back, she doesn\u2019t throw blocks.\n\nThere are several important points that you should know if you plan to implement time-out as a behavior modification technique. First, make sure the child is being removed from a desirable activity and placed in a less desirable location. If the activity is something undesirable for the child, this technique will backfire because it is more enjoyable for the child to be removed from the activity. Second, the length of the time-out is important. The general rule of thumb is one minute for each year of the child\u2019s age. Sophia is five; therefore, she sits in a time-out for five minutes. Setting a timer helps children know how long they have to sit in time-out. Finally, as a caregiver, keep several guidelines in mind over the course of a time-out: remain calm when directing your child to time-out; ignore your child during a time-out (because caregiver attention may reinforce misbehavior), and give the child a hug or a kind word when time-out is over.\n
    \n\n[caption id=\"\" align=\"aligncenter\" width=\"649\"]\"Photograph Figure 6<\/strong>. Time-out is a popular form of negative punishment used by caregivers. When a child misbehaves, he or she is removed from a desirable activity in an effort to decrease unwanted behavior. For example, (a) a child might be playing on the playground with friends and push another child; (b) the child who misbehaved would then be removed from the activity for a short period of time. (credit a: modification of work by Simone Ramella; credit b: modification of work by \u201cJefferyTurner\u201d\/Flickr)[\/caption]<\/figure>\n<\/div>\n
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    Try It<\/h3>\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16589\n\n<\/div>\n

    Child Care Concerns<\/strong><\/h1>\nAbout 75.7 percent of mothers of school-aged and 65.1 percent of mothers of preschool-aged children in the United States\u00a0work outside the home[footnote](April 2018) \"Employment Characteristics of Families.\" Bureau of Labor Statistics. Retrieved from https:\/\/www.bls.gov\/news.release\/pdf\/famee.pdf[\/footnote].\u00a0Since more women have been entering the workplace, there has been a concern that families do not spend as much time with their children.\u00a0This, however, may not be true.\u00a0Between 1981 and 1997, the amount of time that parents spent with children increased overall (Sandberg and Hofferth, 2001). Modern numbers for this vary widely, as many parents who work outside of the home also devote significant amounts of time to childcare, to 14 hours a week, compared with 10 in 1965.\n\nSeventy-five percent of children under age 5 are in scheduled child care programs.\u00a0Others are cared for by family members, friends, or are in Head Start Programs.\u00a0Older children are often in after-school programs, before school programs, or stay at home alone after school once they are older.\u00a0Quality childcare programs can enhance a child\u2019s social skills and can provide rich learning experiences.\u00a0But long hours in poor quality care can have negative consequences for young children in particular.\u00a0What determines the quality of child care?\u00a0One very important consideration is the teacher\/child ratio.\u00a0States specify the maximum number of children that can be supervised by one teacher.\u00a0In general, the younger the children, the more teachers required for a given number of children.\u00a0The\u00a0lower the teacher-to-child ratio, the more time the teacher has for involvement with the children and the less stressed the teacher may be so that the interactions can be more relaxed, stimulating, and positive.\u00a0The\u00a0more children there are in a program, the less desirable the program as well.\u00a0This is because the center may be more rigid in rules and structure to accommodate a large number of children in the facility.\n\nThe\u00a0physical environment should be colorful, stimulating, clean, and safe.\u00a0The\u00a0philosophy of the organization and the curriculum available should be child-centered, positive, and stimulating.\u00a0Providers should be trained in early childhood education as well.\u00a0A majority of states do not require training for their child care providers.\u00a0And while formal education is not required for a person to provide a warm, loving relationship to a child, knowledge of a child\u2019s development is useful for addressing their social, emotional, and cognitive needs in an effective way.\u00a0By working toward improving the quality of childcare and increasing family-friendly workplace policies, such as more flexible scheduling and perhaps childcare facilities at places of employment, we can accommodate families with smaller children and relieve parents of the stress sometimes associated with managing work and family life.\n
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    Try It<\/h3>\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16588\n\n<\/div>\n

    Divorce<\/h1>\nA\u00a0lot of attention has been given to the impact of divorce on the life of children.\u00a0The\u00a0assumption has been that divorce has a strong, negative impact on the child and that single-parent families are deficient in some way.\u00a0Research suggests 75-80 percent of children and adults who experience divorce suffer no long-term effects (Hetherington & Kelly, 2002).\u00a0Children of divorce and children who have not experienced divorce are more similar than different (Hetherington & Kelly, 2002).\n\nMintz (2004) suggests that the alarmist view of divorce was due in part to the newness of divorce when rates in the United States began to climb in the late 1970s.\u00a0Adults reacting to the change grew up in the 1950s when rates were low.\u00a0As divorce has become more common and there is less stigma associated with divorce, this view has changed somewhat.\u00a0Social scientists have operated from the\u00a0divorce as a deficit model\u00a0emphasizing the problems of being from a \"broken home\" (Seccombe &Warner, 2004). More recently, a more objective view of divorce, repartnering, and remarriage indicates that divorce, remarriage, and life in stepfamilies can have a variety of effects.\u00a0The\u00a0exaggeration of the negative consequences of divorce has left the majority of those who do well hidden and subjected them to unnecessary stigma and social disapproval (Hetherington & Kelly, 2002).\n\nThe tasks of families listed above are functions that can be fulfilled in a variety of family types-not just intact, two-parent households.\u00a0Harmony and stability can be achieved in many family forms and when it is disrupted, either through divorce, or efforts to blend families, or any other circumstances, the child suffers (Hetherington & Kelly, 2002).\n

    Factors Affecting the Impact of Divorce<\/h2>\nAs you look at the consequences (both pro and con) of divorce and remarriage on children, keep these family functions in mind. Some negative consequences are a result of financial hardship rather than divorce per se (Drexler, 2005). Some positive consequences reflect improvements in meeting these functions. For instance, we have learned that positive self-esteem comes in part from a belief in the self and one's abilities rather than merely being complimented by others. In single-parent homes, children may be given more opportunities to discover their own abilities and gain independence that fosters self-esteem. If divorce leads to fighting\u00a0between the parents and the child is included in these arguments, the self-esteem may suffer.\n\nThe impact of divorce on children depends on a number of factors. The\u00a0degree of conflict prior to the divorce\u00a0plays a role. If the divorce means a reduction in tensions, the child may feel relief. If the parents have kept their conflicts hidden, the announcement of a divorce can come as a shock and be met with enormous resentment. Another factor that has a great impact on the child concerns\u00a0financial hardships\u00a0they may suffer, especially if financial support is inadequate. Another difficult situation for children of divorce is the position they are put into if the\u00a0parents continue to argue\u00a0and fight-especially if they bring the children into those arguments.\n\nShort-term consequences<\/strong>:\u00a0In roughly the first year following divorce, children may exhibit some of these short-term effects:\n
      \n \t
    1. Grief over losses suffered<\/strong>. The child will grieve the loss of the parent they no longer see as frequently. The child may also grieve about other family members that are no longer available. Grief sometimes comes in the form of sadness, but it can also be experienced as anger or withdrawal. Preschool-aged boys may act out aggressively while the same-aged girls may become more quiet and withdrawn. Older children may feel depressed.<\/li>\n \t
    2. Reduced Standard of Living<\/strong>. Very often, divorce means a change in the amount of money coming into the household. Children experience in new constraints on spending or entertainment. School-aged children, especially, may notice that they can no longer have toys,\u00a0clothing, or other items to which they've grown accustomed, or it may mean that there is less eating out or canceling satellite television, and so on. The custodial parent may experience stress at not being able to rely on child support payments or having the same level of income as before. This can affect decisions regarding healthcare, vacations, rents, mortgages and other expenditures. The stress can result in less happiness and relaxation in the home. The parent who has to take on more work may also be less available to the children.<\/span><\/li>\n \t
    3. Adjusting to Transitions<\/strong>. Children may also have to adjust to other changes accompanying a divorce. The divorce might mean moving to a new home and changing schools or friends. It might mean leaving a neighborhood that has meant a lot to them as well.<\/span><\/li>\n<\/ol>\nLong-Term consequences<\/strong>:\u00a0The following are some effects found after the first year of a divorce:\n
        \n \t
      1. Economic\/Occupational Status<\/strong>. One of the most commonly cited long-term effects of divorce is that children of divorce may have lower levels of education or occupational status. This may be a consequence of lower-income and resources for funding education rather than to divorce per se.\u00a0In those households where economic hardship does not occur, there may be no impact on education or occupational status (Drexler, 2005).<\/li>\n \t
      2. Improved Relationships with the Custodial Parent<\/strong> (usually the mother): The majority of custodial parents are mothers (approximately 80.4 percent) and\n19.6 percent of custodial parents are fathers,[footnote]Wolf, Jennifer. The Single Parent Statistics Based on Census Data. Verywell Family. Retrieved from https:\/\/www.verywellfamily.com\/single-parent-census-data-2997668.[\/footnote] Shared custody is on the rise, however, and shows promising social, academic, and psychological results for the children.[footnote]Warshak, Richard (2017). After divorce, shared parenting is best for children\u2019s health and development<\/em>. Stat. Retrieved from https:\/\/www.statnews.com\/2017\/05\/26\/divorce-shared-parenting-children-health\/.[\/footnote]\u00a0<\/span>Children from single-parent families talk to their mothers more often than children of two-parent families (McLanahan and Sandefur, 1994).\u00a0Most children of divorce lead happy, well-adjusted lives and develop stronger, positive relationships with their custodial parent (Seccombe and Warner, 2004). In a study of college-age respondents, Arditti (1999) found that increasing closeness and a movement toward more democratic parenting styles was experienced. Others have also found that relationships between mothers and children become closer and stronger (Guttman, 1993) and suggest that greater equality and less rigid parenting is beneficial after divorce (Steward, Copeland, Chester, Malley, and Barenbaum, 1997).<\/span><\/li>\n \t
      3. Greater\u00a0emotional independence in sons<\/strong>. Drexler (2005) notes that sons who are raised by mothers only develop an emotional sensitivity to others that is beneficial in relationships.<\/span><\/li>\n \t
      4. Feeling more anxious in their own love relationships.<\/strong> Children of divorce may feel more anxious about their own relationships as adults. This may reflect a fear of divorce if things go wrong, or it may be a result of setting higher expectations for their own relationships.<\/span><\/li>\n \t
      5. Adjustment of the custodial parent<\/strong>. Furstenberg and Cherlin (1991) believe that the primary factor influencing the way that children adjust to divorce is the way the custodial parent adjusts to the divorce. If that parent is adjusting well, the children will benefit. This may explain a good deal of the variation we find in children of divorce.\u00a0Adults going through divorce should consider good self-care as beneficial to the children-not as self-indulgent.<\/span><\/li>\n \t
      6. Mental health issues<\/strong>: Some studies suggest that anxiety and depression that are common in children and adults within the first year of divorce may actually not resolve. A 15-year study by\u00a0Bohman, L\u00e5ftman, P\u00e4\u00e4ren, Jonsson (2017)\u00a0 suggests that parental separation significantly increases the risk for depression 15 years later when depression rates were compared to matched controls. In fact, the risk of depression was related more strongly with parental conflict and parental separation than it was with parental depression!<\/li>\n<\/ol>\n
        \n

        Try It<\/h3>\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16605\n\n<\/div>\n
        \n

        Changing Family Structure<\/h1>\n<\/div>\nAccording to the 2010 census data, only 66 percent of children under seventeen years old live in a household with two married parents. This is a decrease from 77 percent in 1980 (U.S. Census, 2011). This two-parent family structure is known as a\u00a0nuclear family,<\/strong>\u00a0referring to married parents and children as the nucleus, or core, of the group. Recent years have seen a rise in variations of the nuclear family with the parents not being married. Three percent of children live with two cohabiting parents (U.S. Census 2011).\n\nSome two-parent households consist of same-sex parents. Over 30% of same-sex couples are raising children, not far from the 43 percent of opposite-sex couples (U.S. Census 2009). Of the children in same-sex couple households, 73 percent are biological children (of only one of the parents), 21 percent are adopted only, and 6 percent are a combination of biological and adopted (U.S. Census 2009). While there have been some questions regarding the well-being of children who grow up in same-sex households, research reports that same-sex parents are as effective as opposite-sex parents. In an analysis of 81 parenting studies, sociologists found no quantifiable data to support the notion that opposite-sex parenting is any better than same-sex parenting. Children of lesbian couples, however, were shown to have slightly lower rates of behavioral problems and higher rates of self-esteem (Biblarz and Stacey 2010).\n\nSingle-parent households are on the rise. In 2010, 27 percent of children lived with a single parent only, up from 25 percent in 2008. Of that 27 percent, 23 percent live with their mother, and three percent live with their father. Ten percent of children living with their single mother and 20 percent of children living with their single father also live with the cohabitating partner of their parent (for example, boyfriends or girlfriends).\n\nStepparents are an additional family element in two-parent homes. Among children living in two-parent households, 9 percent live with a biological or adoptive parent and a stepparent. The majority (70 percent) of those children live with their biological mother and a stepfather. Family structure has been shown to vary with the age of the child. Older children (fifteen to seventeen years old) are less likely to live with two parents than adolescent children (six to fourteen years old) or young children (zero to five years old). Older children who do live with two parents are also more likely to live with stepparents (U.S. Census 2011).\n\nIn some family structures, a parent is not present at all. In 2010, three million children (4 percent of all children) lived with a guardian who was neither their biological nor adoptive parent. Of these children, 54 percent live with grandparents, 21 percent live with other relatives, and 24 percent live with nonrelatives. This family structure is referred to as the\u00a0extended family<\/strong> and may include aunts, uncles, and cousins living in the same home. Foster parents account for about a quarter of nonrelatives. The practice of grandparents acting as parents, whether alone or in combination with the child\u2019s parent, is becoming widespread among today\u2019s families (De Toledo and Brown 1995). Nine percent of all children live with a grandparent, and in nearly half those cases, the grandparent maintains primary responsibility for the child (U.S. Census 2011). A grandparent functioning as the primary care provider often results from parental drug abuse, incarceration, or abandonment. Events like these can render the parent incapable of caring for his or her child.\n\nChanges in the traditional family structure raise questions about how such societal shifts affect children. U.S. Census statistics have long shown that children living in homes with both parents grow up with more financial and educational advantages than children who are raised in single-parent homes (U.S. Census 1997). Parental marital status seems to be a significant indicator of advancement in a child\u2019s life. Children living with a divorced parent typically have more advantages than children living with a parent who never married; this is particularly true of children who live with divorced fathers. This finding correlates with the statistic that never-married parents are typically younger, have fewer years of schooling, and have lower incomes (U.S. Census 1997). Six in ten children living with only their mother live near or below the poverty level. Of those being raised by single mothers, 69 percent live in or near poverty compared to 45 percent for divorced mothers (U.S. Census 1997). Though other factors such as age and education play a role in these differences, it can be inferred that marriage between parents is generally beneficial for children.\n
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        Sibling Relationships<\/h1>\n<\/div>\nSiblings spend a considerable amount of time with each other and offer a unique relationship that is not found with same-age peers or with adults. Siblings play an important role in the development of social skills. Cooperative and pretend play interactions between younger and older siblings can teach empathy, sharing, and cooperation (Pike, Coldwell, & Dunn, 2005), as well as negotiation and conflict resolution (Abuhatoum & Howe, 2013). However, the quality of sibling relationships is often mediated by the quality of the parent-child relationship and the psychological adjustment of the child (Pike et al., 2005). For instance, more negative interactions between siblings have been reported in families where parents had poor patterns of communication with their children (Brody, Stoneman, & McCoy, 1994). Children who have emotional and behavioral problems are also more likely to have negative interactions with their siblings. However, the psychological adjustment of the child can sometimes be a reflection of the parent-child relationship. Thus, when examining the quality of sibling interactions, it is often difficult to tease out the separate effect of adjustment from the effect of the parent-child relationship.\n\nWhile parents want positive interactions between their children, conflicts are going to arise, and some confrontations can be the impetus for growth in children\u2019s social and cognitive skills. The sources of conflict between siblings often depend on their respective ages. Dunn and Munn (1987) revealed that over half of all sibling conflicts in early childhood were disputes about property rights. By middle childhood, this starts shifting toward control over social situations, such as what games to play, disagreements about facts or opinions, or rude behavior (Howe, Rinaldi, Jennings, & Petrakos, 2002). Researchers have also found that the strategies children use to deal with conflict change with age, but that this is also tempered by the nature of the conflict. Abuhatoum and Howe (2013) found that coercive strategies (e.g., threats) were preferred when the dispute centered on property rights, while reasoning was more likely to be used by older siblings and in disputes regarding control over the social situation. However, younger siblings also use reasoning, frequently bringing up the concern of legitimacy (e.g., \u201cYou\u2019re not the boss\u201d) when in conflict with an older sibling. This strategy is commonly used by younger siblings and is possibly an adaptive strategy in order for younger siblings to assert their autonomy (Abuhatoum & Howe, 2013). A number of researchers have found that children who can use non-coercive strategies are more likely to have a successful resolution, whereby a compromise is reached, and neither child feels slighted (Ram & Ross, 2008; Abuhatoum & Howe, 2013).\n\nNot surprisingly, friendly relationships with siblings often lead to more positive interactions with peers. The reverse is also true. A child can also learn to get along with a sibling, with, as the song says, \u201ca little help from my friends\u201d (Kramer & Gottman, 1992).\n\nIn late adolescence, as teens become more independent, research has shown a decline in the frequency of interactions between siblings, as presumably peers and romantic relationships become more central to the lives of young people. Aquilino (2006) suggests that during this transition, the task may be to maintain enough of a sibling bond so that there will be a foundation for this relationship in later life. Those who are successful can often move away from the \u201colder-younger\u201d sibling conflicts of childhood, toward an equal relationship between two adults. Siblings that were close to each other in childhood are typically close in adulthood (Dunn, 1984, 2007), and in fact, it is unusual for siblings to develop closeness for the first time in adulthood. Overall, the majority of adult sibling relationships are close (Cicirelli, 2009).\n

        Parent-Child Conflict<\/h1>\nDespite popular belief, it appears that most teens do not experience adolescent \"<\/span>storm and stress\"<\/span> to the degree once famously suggested by G. Stanley Hall, a pioneer in the study of adolescent development. Only small numbers of teens have major conflicts with their parents (Steinberg & Morris, 2001), and most disagreements are minor. For example, in a study of over 1,800 parents of adolescents from various cultural and ethnic groups, Barber (1994) found that conflicts occurred over day-to-day issues such as homework, money, curfews, clothing, chores, and friends. These disputes occur because an adolescent's drive for independence and autonomy conflicts with the parent's supervision and control. These types of arguments tend to decrease as teens develop (Galambos & Almeida, 1992).\n\nAs adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important (Shanahan, McHale, Osgood, & Crouter, 2007). Despite spending less time with their parents, most teens report positive feelings toward them (Moore, Guzman, Hair, Lippman, & Garrett, 2004). Warm and healthy parent-child relationships have been associated with positive child outcomes, such as better grades and fewer school behavior problems, in the United States as well as in other countries (Hair et al., 2005).\n\nAlthough peers take on greater importance during adolescence, family relationships remain important too. One of the key changes during adolescence involves a renegotiation of parent\u2013child relationships. As adolescents strive for more independence and autonomy during this time, different aspects of parenting become more salient. For example, parents\u2019 distal supervision and monitoring become more important as adolescents spend more time away from parents and in the presence of peers. Parental monitoring encompasses a wide range of behaviors such as parents\u2019 attempts to set rules and know their adolescents\u2019 friends, activities, and whereabouts, in addition to adolescents\u2019 willingness to disclose information to their parents. (Stattin & Kerr, 2000)[footnote]Stattin, H., & Kerr, M. (2000). Parental monitoring: A reinterpretation. Child Development, 71, 1072\u20131085.[\/footnote] Psychological control, which involves manipulation and intrusion into adolescents\u2019 emotional and cognitive world through invalidating adolescents\u2019 feelings and pressuring them to think in particular ways is another aspect of parenting that becomes more salient during adolescence and is related to more problematic adolescent adjustment.[footnote]Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67, 3296\u20133319.[\/footnote]\n
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        Try It<\/h3>\nhttps:\/\/assessments.lumenlearning.com\/assessments\/16620\n\n<\/div>\n

        <\/h4>\n ","rendered":"

        One of the ways to assess the quality of family life is to consider the tasks of families.<\/p>\n

        Berger (2005) lists five family functions:<\/p>\n

          \n
        1. Providing food, clothing and shelter<\/li>\n
        2. Encouraging Learning<\/li>\n
        3. Developing self-esteem<\/li>\n
        4. Nurturing friendships with peers<\/li>\n
        5. Providing harmony and stability<\/li>\n<\/ol>\n

          Notice that in addition to providing food, shelter, and clothing, families are responsible for helping the child learn, relate to others, and have a confident sense of self.\u00a0The\u00a0family provides a harmonious and stable environment for living.\u00a0A\u00a0good home environment is one in which the child’s physical, cognitive, emotional, and social needs are adequately met.\u00a0Sometimes\u00a0families emphasize physical needs, but ignore cognitive or emotional needs.\u00a0Other times, families pay close attention to physical needs and academic requirements, but may fail to nurture the child’s friendships with peers or guide the child toward developing healthy relationships.\u00a0Parents might want to consider how it feels to live in the household.\u00a0Is it stressful and conflict-ridden?\u00a0Is it a place where family members enjoy being?<\/p>\n

          Parenting Styles<\/h1>\n

          \"Smiling<\/p>\n

          Relationships between parents and children continue to play a significant role in children\u2019s development during early childhood.\u00a0We will explore two models of parenting styles. Keep in mind that most parents do not follow any model completely.\u00a0Real people tend to fall somewhere in between these styles.\u00a0And sometimes parenting styles change from one child to the next or in times when the parent has more or less time and energy for parenting.\u00a0Parenting styles can also be affected by concerns the parent has in other areas of their life.\u00a0For example, parenting styles tend to become more authoritarian when parents are tired and perhaps more authoritative when they are more energetic. Sometimes parents seem to change their\u00a0parenting approach when others are around, maybe because they become more self-conscious as parents or are concerned with giving others the impression that they are a \u201ctough\u201d parent or an \u201ceasy-going\u201d parent.\u00a0And of course, parenting styles may reflect the type of parenting someone saw modeled while growing up.<\/p>\n

          Baumrind’s Parenting Styles<\/h2>\n

          Baumrind\u00a0(1971) offers a model of parenting that includes three styles.\u00a0The\u00a0first,\u00a0authoritarian<\/strong>, is the traditional model of parenting in which parents make the rules and children are expected to be obedient.\u00a0Baumrind suggests that authoritarian parents tend to place maturity demands on their children that are unreasonably high and tend to be aloof and distant.\u00a0Consequently, children reared in this way may fear rather than respect their parents and, because their parents do not allow discussion, may take out their frustrations on safer targets – perhaps as bullies toward peers.<\/p>\n

          Permissive\u00a0parenting<\/strong> involves being a friend to a child rather than an authority figure.\u00a0Children are allowed to make their own rules and determine their own activities.\u00a0Parents are warm and communicative but provide little structure for their children.\u00a0Children may fail to learn self-discipline and may feel somewhat insecure because they do not know the limits.<\/p>\n

          Authoritative\u00a0parenting<\/strong> involves being appropriately strict, reasonable, and affectionate.\u00a0Parents allow negotiation where appropriate and discipline matches the severity of the offense.\u00a0A popular parenting program that is offered in many school districts is called \u201cLove and Logic\u201d and reflects the authoritative or democratic style of parenting just described.<\/p>\n

          Today we recognize a fourth style within the Baumrind framework: uninvolved\u00a0parenting.<\/strong> These parents\u00a0are disengaged from their children. They do not make demands on their children and are non-responsive. These children can suffer in school and in their relationships with their peers (Gecas & Self, 1991).<\/p>\n

          \"Chart<\/a><\/p>\n

          Figure 7.7.1<\/strong>. Parents who are both warm and responsive while still maintaining a high level of control are considered authoritative.<\/p>\n<\/div>\n

          Lemasters and Defrain’s Parenting Model<\/h2>\n

          Lemasters and Defrain\u00a0(1989) offered yet another model of parenting.\u00a0This model is interesting because it looks more closely at the motivations of the parent and suggests that parenting styles are often designed to meet the psychological needs of the parent rather than the developmental needs of the child.<\/p>\n

          The\u00a0martyr<\/strong>\u00a0is a parent who will do anything for the child, even tasks that the child should do for himself or herself.\u00a0All of the good deeds performed for the child, in the name of being a \u201cgood parent,\u201d may be used later should the parent want to gain compliance from the child.\u00a0If\u00a0a child goes against the parent\u2019s wishes, the parent can remind the child of all of the times the parent helped the child and evoke a feeling of guilt so that the child will do what the parent wants.\u00a0The\u00a0child learns to be dependent and manipulative as a result.\u00a0(Beware, a parent busy whipping up cookies may really be thinking \u201ccontrol\u201d!)<\/p>\n

          The\u00a0pal<\/strong>\u00a0is like the permissive parent described in Baumrind\u2019s model above.\u00a0The\u00a0pal wants to be the child\u2019s friend.\u00a0Perhaps the parent is lonely, or perhaps the parent is trying to win a popularity contest against an ex-spouse.\u00a0Pals let children do what they want and focus most on being entertaining and fun. They set few limitations.\u00a0Consequently, the child may have little self-discipline and may try to test limits with others.<\/p>\n

          The\u00a0police officer\/drill sergeant\u00a0<\/strong>style of parenting is similar to the authoritarian parent described above.\u00a0The\u00a0parent focuses primarily on making sure that the child is obedient and that the parent has full control of the child.\u00a0Sometimes this can be taken to extremes by giving the child tasks that are really designed to check on their level of obedience.\u00a0For example, the parent may require that the child fold the clothes and place items back in the drawer in a particular way.\u00a0If\u00a0not, the child might be scolded or punished for not doing things \u201cright.\u201d This type of parent has a very difficult time allowing the child to grow and learn to make decisions independently.\u00a0And the child may have a lot of resentment toward the parent that is displaced on others.<\/p>\n

          The\u00a0teacher-counselor\u00a0<\/strong>parent is one who pays a lot of attention to expert advice on parenting and who believes that as long as all of the steps are followed, the parent can rear a perfect child.\u00a0\u201cWhat\u2019s wrong with that?\u201d you might ask.\u00a0There are two major problems with this approach.\u00a0First, the parent is taking all of the responsibility for the child\u2019s behavior, at least indirectly.\u00a0If\u00a0the child has difficulty, the parent feels responsible and thinks that the solution lies in reading more advice and trying more diligently to follow that advice.\u00a0Parents can certainly influence children, but thinking that the parent is fully responsible for the child\u2019s outcome is faulty. A parent can only do so much and can never have full control over the child.\u00a0Another problem with this approach is that the child may get an unrealistic sense of the world and what can be expected from others.\u00a0For example, if a teacher-counselor parent decides to help the child build self-esteem and has read that telling the child how special he or she is or how important it is to compliment the child on a job well done, the parent may convey the message that everything the child does is exceptional or extraordinary.\u00a0A child may come to expect that all of his efforts warrant praise, and in the real world, this is not something one can expect.\u00a0Perhaps children get more of a sense of pride from assessing their own performance than from having others praise their efforts.<\/p>\n

          So what is left?\u00a0Lemasters and Defrain (1989) suggest that the\u00a0athletic coach\u00a0style of parenting<\/strong> is best.\u00a0Before\u00a0you draw conclusions here, set aside any negative experiences you may have had with coaches in the past.\u00a0The\u00a0principles of coaching are what are important to Lemasters and Defrain.\u00a0A coach helps players form strategies, supports their efforts, gives feedback on what went right and what went wrong, and stands at the sideline while the players perform.\u00a0Coaches and referees make sure that the rules of the game are followed and that all players adhere to those rules.\u00a0Similarly, the athletic coach as parent helps the child understand what needs to happen in certain situations whether in friendships, school, or home life and encourages and advises the child about how to manage these situations.\u00a0The\u00a0parent does not intervene or do things for the child.\u00a0Rather, the parent\u2019s role is to provide guidance while the child learns first hand how to handle these situations.\u00a0The rules for behavior are consistent and objective and presented in that way.\u00a0So, a child who is late for dinner might hear the parent respond in this way, \u201cDinner was at six o\u2019clock.\u201d\u00a0 Rather than, \u201cYou know good and well that we always eat at six.\u00a0If\u00a0you expect me to get up and make something for you now, you have got another thing coming!\u00a0Just who do you think you are showing up late and looking for food?\u00a0You\u2019re grounded until further notice!\u201d<\/p>\n

          The most important thing to remember about parenting is that you can be a better, more objective parent when you are directing your actions toward the child\u2019s needs while considering what they can reasonably be expected to do at their stage of development.\u00a0Parenting is more difficult when you are tired and have psychological needs that interfere with the relationship.\u00a0Some of the best advice for parents is to try not to take the child\u2019s actions personally, and be as objective as possible.<\/p>\n

          Class and Culture<\/h2>\n

          The impact of class and culture\u00a0cannot be ignored when examining parenting styles.\u00a0The\u00a0two models of parenting described above assume that authoritative and athletic coaching styles are best because they are designed to help the parent raise a child who is independent, self-reliant, and responsible.\u00a0These are qualities favored in \u201cindividualistic\u201d cultures such as the United States, particularly by the middle class.<\/p>\n

          Authoritarian parenting has been used historically and reflects the cultural need for children to do as they are told.\u00a0African-American, Hispanic, and Asian parents tend to be more authoritarian than non-Hispanic whites. In collectivistic cultures such as China or Korea, being obedient and compliant are favored behaviors. In societies where family members\u2019 cooperation is necessary for survival, as in the case of raising crops, rearing children who are independent and who strive to be on their own makes no sense.\u00a0But in an economy based on being mobile in order to find jobs and where one\u2019s earnings are based on education, raising a child to be independent is very important.<\/p>\n

          Working-class parents are more likely than middle-class parents to focus on obedience and honesty when raising their children.\u00a0In a classic study on social class and parenting styles called\u00a0Class and Conformity<\/em>, Kohn (1977) explained that parents tend to emphasize qualities that are needed for their own survival when parenting their children.\u00a0Working-class parents are rewarded for being obedient, reliable, and honest in their jobs.\u00a0They are not paid to be independent or to question the management; rather, they move up and are considered good employees if they show up on time, do their work as they are told, and can be counted on by their employers.\u00a0Consequently, these parents reward honesty and obedience in their children.\u00a0Middle-class parents who work as professionals are rewarded for taking initiative, being self-directed, and assertive in their jobs.\u00a0They are required to get the job done without being told exactly what to do.\u00a0They are asked to be innovative and to work independently.\u00a0These parents encourage their children to have those qualities as well by rewarding independence and self-reliance.\u00a0Parenting styles can reflect many elements of culture.<\/p>\n

          \n

          Link to Learning<\/h3>\n

          Video 7.7.1.<\/strong> In Scout O’Donnell’s TED Talk,<\/a>\u00a0she describes the alternative parenting style used by her parents. Can you find elements of authoritative and coaching parenting, along with a little Love and Logic?<\/p>\n