Parents, Teachers and Children’s Well-being in London, 1918–1939

Barron, Hester

doi:10.1007/978-3-319-34084-5_7

Cited by 2 publications

(5 citation statements)

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“…Could similar parental ethnotheories also exist in Indian and Pakistani families? Past studies have shown the importance parents from both groups (particularly Indians) place on educational attainment and hard work in children (Barn, Ladino & Rogers, 2006; Lau, 2000). Therefore, this could be a possibility.…”

Section: Discussionmentioning

confidence: 99%

“…The current findings concur with past research, which has highlighted the centrality of religion to the Pakistani group and its lesser importance to the Indian group in Britain (Abbas, 2005; Modood, Beishon, & Virdee, 1994; Robinson, 2009; Shaw & Lee, 2003; Stopes-Roe & Cochrane, 1990). The literature has also shown that Muslims in Britain often express outward displays of religion through dress and behavior (Barn, Ladino & Rogers, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Numerous studies have been carried out exploring particular contextual factors in Pakistani and Indian family life, including kinship and extended family, respect and family hierarchy, and language (Barn, Ladino & Rogers, 2006; Shaw & Lee, 2003). However, generational dimensions have been ignored in this research.…”

Section: Introductionmentioning

confidence: 99%

“…Rutter & Tienda (2005) showed that South Asians in Britain tend to use religion as a form of identification, and that many report that their faith identity holds a greater importance in their lives than other forms of identity. Pakistani Muslims have been found to display more outward signs of religious and cultural practice, with children more likely to engage in religio-cultural activity such as prayer and Quran classes (Barn, Ladino & Rogers, 2006). Studies have also found that religion is more important for Pakistani Muslim young people than Indian Hindu young people, with participants describing religion as a significant component of their identity (Robinson, 2009).…”

Section: Introductionmentioning

confidence: 99%

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The Generation Game: Parenting and Child Outcomes in Second-Generation South Asian Immigrant Families in Britain

Iqbal

Golombok

2017

Journal of Cross-Cultural Psychology

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Despite much research being conducted around identity and acculturation, immigrant groups are often lumped together according to ethnicity with broad policy recommendations collectively applied to them. The role of generational status is frequently ignored. This paper reveals findings from an in-depth interview and questionnaire based assessment of parenting quality and parent-child relationships, child psychological adjustment and contextual factors in 90 second-generation Indian, Pakistani and White British mothers with 5-7-year-old children living in minority dense urban areas of the UK. The analysis aimed to understand second generation parenting in more depth and to explore similarities and differences between the three British-born groups. Standardised interviews and questionnaires were used to quantitatively measure parenting and child adjustment across a number of constructs.The study found positive levels of child adjustment across all groups. Similarities were found between family types for some aspects of parenting quality. Identified differences were generally reflected between the Pakistani and White mothers, with the Indian mothers lying between the two, including child supervision and discipline, levels of religiousness and ethnic identity (all higher in the Pakistani group). The current findings relating to second-generation mothers and their children did not support the negative assumptions which are often associated with ethnic minority families. The findings also increase understanding of effective parenting processes across different ethnic groups.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Generation Game: Parenting and Child Outcomes in Second-Generation South Asian Immigrant Families in Britain

Iqbal

Golombok

2017

Journal of Cross-Cultural Psychology

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“…Nevertheless, as Barron shows, there was still scope for disagreement between teachers and parents. 33 One crucial difference with the earlier period, perhaps, was that with education now established as a mass phenomenon, the first national and coordinated campaigns against the practice of disciplinary violence could also emerge. Initially, opposition gained ground among fringes of the teaching unions and radical educationists during the inter-war period.…”

mentioning

confidence: 99%

In Loco Parentis, Corporal Punishment and the Moral Economy of Discipline in English Schools, 1945–1986

Burchell

2018

Cultural and Social History

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This article uses debates surrounding teachers’ in loco parentis position to explore the social and cultural responses to school corporal punishment in post-1945 English schools. Analysing materials produced by educators and campaigners, it argues that retentionists conceived of their right to inflict physical chastisement as one based on an imagined and discursive status as a parent. This was challenged by opponents who stressed not only the severity of the practice but sought to directly counter the view that parental rights should be automatically delegated to teachers. Whilst the abolition of corporal punishment was ultimately a consequence of an ECHR ruling, it is suggested that it can also be read as the culmination of a longer shift in the status and forms of parental rights in twentieth-century Britain.

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Parents, Teachers and Children’s Well-being in London, 1918–1939

Cited by 2 publications

References 0 publications

The Generation Game: Parenting and Child Outcomes in Second-Generation South Asian Immigrant Families in Britain

The Generation Game: Parenting and Child Outcomes in Second-Generation South Asian Immigrant Families in Britain

In Loco Parentis, Corporal Punishment and the Moral Economy of Discipline in English Schools, 1945–1986

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