Social Class and Parental Values for Children: A Partial Replication and Extension of the Kohn Thesis

Wright, James; Wright, Sonia R.

doi:10.2307/2094258

Cited by 114 publications

(76 citation statements)

References 8 publications

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“…Education generally improves parents' perspectives on their lives, enhances their own cognitive and literacy skills, and may engender increased feelings of mastery and competence (Michael, 1972), and education places parents in a position to provide their children with an enriched environment (Menaghan & Parcel, 1991). Maternal education bears a close relation to individual variation in parenting (Alwin, 1984;Kelly, Sanchez-Hucles, Walker, 1993;Kohn, 1963;Wright & Wright, 1976) and, through this relation, has an impact on child health (Green, 1970) and development (Hitchcock & Oliver, 1976;Hoff et al, 2002) even across a wide range of child age and ethnic group membership (e.g., Terrisse, Roberts, Palacio-Quafin, & MacDonald, 1998). Clearly, these data have implications for parenting education.…”

Section: Discussionmentioning

confidence: 99%

Socioeconomic status in Brazilian psychological research: II. socioeconomic status and parenting knowledge

Castro

Moura

Bornstein

2003

Estud. psicol. (Natal)

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Although studies of parenting cognitions and practices across cultures have increased systematically in the last years, research specifically on parents' knowledge of childrearing and child development remains very little frequent in non-U.S. settings. In Brazil this issue is still underresearched. This study addressed two main questions: What do Brazilian mothers know about childrearing and child development? How does this knowledge vary with their socioeconomic status and education in particular? A Brazilian version of the Knowledge of Infant Development Inventory (KIDI) was administered to a sample of 64 primiparous mothers, and data about the family's socioeconomic status were collected. Relations of SES and some of its components to parents' knowledge about childrearing and child development were then analyzed. The mean total correct score obtained by the Brazilian mothers on the KIDI was lower than the mean score obtained by the American mothers. There were no differences between KIDI scores obtained by mothers of boys and mothers of girls. Mothers' education was the best predictor of the KIDI. This study gives support to the view that differences in parenting knowledge are ascribable primarily to variation in educational attainment, a principal indicator of SES, and has implications for the development of parental educational programs.Key words: parental knowledge; socioeconomic status; primiparous mothers ResumoStatus socioeconômico na pesquisa psicológica brasileira: II. status socioeconômico e conhecimento parental. Embora os estudos sobre cognições e práticas parentais em diferentes culturas venham aumentando sistematicamente nos últimos anos, pesquisas sobre o conhecimento do desenvolvimento infantil e práticas parentais raramente vêm sendo conduzidas fora dos Estados Unidos. No Brasil praticamente não há literatura nessa área. Este estudo buscou responder a duas perguntas básicas: O que as mães brasileiras sabem sobre desenvolvimento infantil e as práticas parentais? Como este conhecimento sobre o desenvolvimento infantil e práticas parentais varia com o status socioeconômico e, em particular, com a educação das mães? Estudos vêm ressaltando a relevância do status socioeconômico para a análise de vários processos e produtos psicológicos. Porém, a relevância do status socioeconômico para o entendimento da cognições e práticas parentais ainda está sendo discutida. Uma versão em português do Knowledge of Infant Development Inventory (KIDI ) foi administrada em uma amostra de 64 mães primíparas, e dados sobre o status socioeconômico das família foram coletados. Foram analisadas as relações entre o status socioeconômico e alguns de seus componentes sobre o conhecimento do desenvolvimento infantil e de práticas parentais. Verificou-se que, em média, as mães brasileiras obtiveram um escore mais baixo no KIDI do que as mães norteamericanas. Não foram verificadas diferença entre mães de meninos e mães de meninas no KIDI. Todas as variáveis investigadas, exceto idade de mães e pais e status ocupaciona...

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Section: Discussionmentioning

confidence: 99%

Socioeconomic status in Brazilian psychological research: II. socioeconomic status and parenting knowledge

Castro

Moura

Bornstein

2003

Estud. psicol. (Natal)

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“…Opportunities to glean such knowledge are commonplace 52 and include taking parenting classes. Maternal education bears a close relation to individual variation in parenting [53][54][55] and, through this relation, exerts an impact on child health 56 and development [57][58][59] even across a wide range of child age and ethnic-group membership. 53,60,61 The process of acculturation involves exposure to and absorbing new parenting information.…”

Section: E560mentioning

confidence: 99%

“Who Is Sitting Across From Me?” Immigrant Mothers’ Knowledge of Parenting and Children’s Development

Bornstein

Cote

2004

Pediatrics

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ABSTRACT. Objective. Although parents' knowledge about child development and child rearing is relevant to pediatric practice, very little is known about immigrant parents' knowledge. To fill this gap in research, this study investigated parenting knowledge in 2 groups of mothers who had immigrated to the United States.Design. Japanese and South American immigrant mothers of 2-year-olds completed a standardized survey of parenting knowledge and provided information about sociodemographic and infant health status. Their data were compared with European American mothers in the United States.Results. Immigrant mothers scored ϳ70% on the evaluation of parenting knowledge, significantly lower than multigenerational US mothers. The majority of immigrant mothers did not know correct answers for 25% of the items, and their incorrect answers were mostly to questions about normative child development. P arenting knowledge encompasses understanding how to care for children, how children develop, and the diverse roles parents play in children's lives. 1,2 The general state of knowledge that parents possess in these domains constitutes a vital frame of reference from which parents interpret their children's behaviors. Parenting knowledge affects parents' everyday decisions about their children's care and upbringing, 1-6 which in turn affects children's development. 4,5,7 For example, mothers who are appropriately informed of the need for immunization usually act accordingly. 8 Moreover, parents' descriptions of their children's behavior can influence physician decision-making. 9 However, parents are most likely to report behavior that they deem as unusual, and knowledge of child development is basic to parents' understanding of what is and is not normal behavior for a child of a certain age. In a nutshell, the study of parenting knowledge is important because such knowledge affects parenting decisions and practices that in turn affect child development. Conclusions. Parents' knowledge is relevant to pediatricians' evaluations of the health and welfare of children as understood by their parents. Gaps in parenting knowledge have implications for clinical interactionsIn this study, we examined more closely what mothers know substantively about child development and child rearing. Whereas beliefs, attitudes, and values may or may not be factual, knowledge is thought to draw on the science base and to be valid and reliable by members of the clinical and research communities. Because parents are the main caregivers of infants and young children, investigating the amount and types of knowledge parents possess about child development and child rearing is a necessary early step to increasing and improving the dissemination and utilization of parenting knowledge and thereby to improving children's quality of life. THE SIGNIFICANCE OF PARENTING KNOWLEDGE TO CLINICIANSParenting knowledge of child development and child rearing is especially relevant to pediatric practice. 10 During child health visits, clinicians must ask about and interp...

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“…Parents who suffered financial problems were less likely to set goals for their children to be academically and psychosocially competent and less likely to emphasize self-regulation (Brody, Flor, & Gibson, 1999). Higher education is related to positive parental values that encourage self-direction (Kohn & Schooler, 1983;Luster, Rhoades, & Haas, 1989;Wright & Wright, 1976) and to more cognitively stimulating home environments (Bradley, 1985;Menaghan & Parcel, 1991). The complexity of maternal work influenced the home environment (Menaghan & Parcel, 1991).…”

Section: Ses and Parentingmentioning

confidence: 99%

“…Lower-educated and lower-income parents are more likely to exert authority, require conformity, and provide less warmth in the family relationship, whereas higher-educated parents are more likely to encourage self-direction in their children (Kohn & Schooler, 1983;Luster, Rhoades, & Haas, 1989;Wright & Wright, 1976). Those practices are said to influence adolescents' academic achievement (Dombusch, Ritter, Leiderman, Roberts, & Fraleigh, 1987).…”

Section: Indirect Effect Of Ses On Adolescents' Academic Achievement mentioning

confidence: 99%

“…A few researchers have found that higher education is related to positive parental values encouraging self-direction (Kohn & Schooler, 1983;Luster, Rhoades, & Haas, 1989;Wright & Wright, 1976) and to more cognitively stimulating home environments (Bradley, 1985; that the youths' perceptions of paternal acceptance and paternal involvement were related to social class (as measured by current employment and occupational status). Studies have linked parental occupation to parental values and behaviors.…”

Section: Ses and Parentingmentioning

confidence: 99%

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Relationships among socio-economic status, parenting, academic achievement, and self-esteem in early and middle adolescence: a longitudinal study

Lan

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Social Class and Parental Values for Children: A Partial Replication and Extension of the Kohn Thesis

Cited by 114 publications

References 8 publications

Socioeconomic status in Brazilian psychological research: II. socioeconomic status and parenting knowledge

Socioeconomic status in Brazilian psychological research: II. socioeconomic status and parenting knowledge

“Who Is Sitting Across From Me?” Immigrant Mothers’ Knowledge of Parenting and Children’s Development

Relationships among socio-economic status, parenting, academic achievement, and self-esteem in early and middle adolescence: a longitudinal study

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