Ecology of the Family 109
music, and interactive games, beckoning children to buy the products that support them via pop-up and/or sound bite ads (Montgomery, 2001). Social networking, cell phones, and computer games all compete with family time, as well as impact children’s learning (Clay, 2009).
110 CHAPTER 3
Activity
PURPOSE To understand the influence of cer tain family characteristics on socialization and development.
1. Of what socioeconomic status was your family of ori- entation? On what criteria did you base your answer?
2. List the values, beliefs, or attitudes supported by your cultural group.
3. List the values, beliefs, or attitudes supported by your religion.
4. What were some stresses your family of orientation experienced, and how did your family adapt?
5. What were three socialization goals communicated by your family of orientation? (Were they successful or unsuccessful?)
6. List three goals you have for yourself.
7. List three goals you have for your family of procreation.
8. Is there any connection between your family of ori- entation’s socialization goals and your goals for your family of procreation?
Summary
Th e concept of family has changed to “any two or more
• related persons by birth, marriage, or adoption who re- side together.”
Th e basic structures of a family are the nuclear and the
•
extended family. A nuclear family consists of husband, wife, and children. An extended family consists of kin re- lated to the nuclear family who are emotionally, and per- haps economically, dependent on each other. Extended families can be matriarchal, patriarchal, or egalitarian.
Th e family’s basic functions are reproduction, socializa-
•
tion/education, assignment of social r oles, economic support, and nurturance/emotional support. Th e scope of the specifi c family functions has changed.
Functional families maintain resilience and adaptability;
•
dysfunctional families are at risk for breakup or for vari- ous problems.
Family transitions aff ect family structure and functions.
• Divorce aff ects both parents and children according to certain variables. Different custody arrangements can cause problems.
Children in a stepfamily have to form new relationships
• and accept new rules and new values, while still having to deal with the old relationships, rules, and values.
Kin custody, usually grandparents, aff ects children’s sense
•
of belonging and stability.
Families with parents who are unmarried by choice may
•
aff ect children’s economic and psychosocial stability.
Families with same-sex parents can infl uence children if
•
they become concerned about their sexual identities.
Families of adopted children have varying socialization
•
eff ects. Adopted children may have misunderstandings
about their adoption, fears of abandonment, and iden- tity issues.
Dual-earner families have varying socialization eff ects
• according to age, gender, and temperament of the child, the socioeconomic status of the family, the quality of the parents’ marriage, the mother’s satisfaction with her job, the father’s satisfaction with his job, and the father’s in- volvement with the children, as well as the availability of quality child care and social supports.
Macrosystem infl uences on families, socialization, and
•
children are socioeconomic status and cultural and r e- ligious orientation. In traditional societies, social status is usually ascribed; in modern societies, social status is usually achieved. Socioeconomic status infl uences how children are socialized. Diff erences in social class child- rearing practices affect academic per formance and behavior.
Cultural orientation aff ects child socialization and conse-
•
quent behavior patterns. Cultures diff er in interpersonal relations, orientation toward time, valued personality type, relationship of humanity to nature, and most cher- ished values.
Religious orientation infl uences families’ socialization
• practices. Religion provides an ideology that enables individuals to comprehend events that happen to them and gives them an identity and a support system for tra- ditional norms and values.
Chronosystem influences on families, socialization,
•
and children include sociopolitical and technological changes.
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Ecology of the Family 111
Resources
Ohio State Human Development and Family Science Extension—all about aspects of family life http://fcs.osu.edu/hdfs
National Stepfamily Resource Center—all about stepfamily issues http://www.stepfamilies.info
NYU Child Study Center—all about children’s issues http://www.aboutkids.org
Related Readings
Bria, G. (1998). Th e art of family: Rituals, imagination, and everyday spirituality. New York: Dell.
Cherlin, A. J. (2010). Th e marriage-go-round: Th e state of marriage and the family today. New York: Vintage.
Clapp, G. (2000). Divorce and new beginnings: A complete guide to recovery, solo parenting, co-parenting, and stepfamilies (2nd ed.).
New York: Wiley.
Crohn, J. (1995). Mixed matches: How to create successful interracial, interethnic, and interfaith relationships. New York: Ballantine.
Galinsky, E. (1999). Ask the children: What America’s children really think about working parents. New York: William Morrow.
Gilbert, D. L. (2008). Th e American class structure in an age of growing inequality (7th ed.). Th ousand Oaks: Pine Forge/Sage.
Hetherington, E. M., & Kelly, J. (2002). For better or worse: Divorce reconsidered. New York: Norton.
Jacobs, J. A., & Gerson, K. (2004). Th e time divide: Work, family, and gender inequality (Th e family and public policy). Cambridge, MA:
Harvard University Press.
Johnson, S., & O’Conner, E. (2002). Th e gay baby boom: Th e psychol- ogy of gay parenthood. New York: NYU Press.
Pavao, J. M. (2005). Th e family of adoption (rev. ed.). Boston: Beacon Press.
Stewart, S. D. (2006). Brave new stepfamilies: Diverse paths toward stepfamily living. Th ousand Oaks, CA: Sage.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
113 Socialization Sketches Learning Objectives About Parenting
Macrosystem Infl uences on Parenting
Political Ideology Socioeconomic Status Parental Occupation Culture and Religion Chronosystem Infl uences on
Parenting Historical Trends Family Dynamics Parenting Styles
Microsystem Infl uences:
Between Parent and Child
Mesosystem Infl uences:
Between Parent and Others
Appropriate Parenting Practices
Developmental Appropriateness Guidance and Discipline Inappropriate Parenting
Practices
Child Maltreatment: Abuse and Neglect
Causes and Consequences of Child Maltreatment Summary
Activity
Related Readings and Resources
4
Ecology of Parenting
“Children behave as well as they are treated.”
—UNKNOWN
DesignPics Inc./Index Stock Imagery/PhotoLibrary
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114
SOCIALIZATION SKETCHES
“What good mothers and fathers instinc-
tively feel like doing for their babies is usually best after all.”
— BENJAMIN SPOCK
Pediatrician Dr. Benjamin Spock states his basic philosophy of par- enting in this quot e. His best-selling book, The Common Sense Book of Baby and Child Care (originally published in 1946), revolutionized parenting. Eight editions later, it is still available today in 39 languages. At the time the book became available, parents had been turning to professionals for advice on child care and parenting. Spock assured parents they were the true e xperts on their own children.
Chronosystem
The trend in parenting in America prior to post–World War II was authoritarian, with strict rules for discipline and rigid scheduling for feeding, sleeping, toilet training, and so on. Spock urged parents to be fl exible and view their children as having individual needs. The parenting view at the time was to avoid spoiling children by giving them attention when they cried.
Spock urged parents to be affectionate with their children and enjoy them.
While Spock specialized in pediatrics , he realized he could help his young patients and their parents if he understood their psycho- logical needs and family dynamics. So he em- barked on a six-year study of psychoanalysis.
As he applied what he learned to his patients and through discussions with parents, he de- veloped the child-rearing philosophy that he shared in his book.
Family
Spock was born in New Haven, Connecticut. He was the eldest of six
children, so he was involved in child care early on. He changed diapers, babysat, fed, and played with his siblings. His father was a prominent lawyer and his mother was a homemaker devoted to her children, running a strict household. Both parents had high expectations for their children to achieve.
School
Spock was an undergraduate at Yale Univer- sity and a member of the Scr oll and Key. He also was on the rowing team, winning a gold medal at the 1924 Summer Olympics. Spock attended medical school at Columbia Univer- sity College of Ph ysicians and Surgeons in New York, where he graduated fi rst in his class.
He did his residency training in pediatrics at the Weill Medical College of Cornell Univ er- sity in Manhattan and then in psychiatr y at Cornell’s Payne Whitney Psychiatric Clinic.
Community
During World War II, Spock ser ved as a psychiatrist in the U.S. Navy Medical Corps.
After this ser vice, he held pr ofessorships at the University of Minnesota Medical School, the University of Pittsburgh, and at Case West- ern Reserve University, where he taught child development.
In 1957, Spock became one of the found- ers of the Committ ee for a Sane Nuclear Policy. He was politically outspoken and active in the movement to end the Vietnam War. His political views made him unpopular in some circles and hurt the sales of Baby and Child Care, but he persisted, convinced that his pol- itics was related to a better world for children.
What strong belief, one that was contrary
•
to common practice, have you had for which you experienced criticism, and what did you do about it?
Spock was criticized for his permissive
•
parenting advice and blamed for “the 60s generation” of rebellious young adults raised on his book. Do you agree/disagree and why?
Learning Objectives
After completing this chapter, you will be able to:
1. Defi ne parenting.
2. Discuss macrosystem infl uences on parenting (political ideology, culture, socioeconomic status, ethnicity/religion).
3. Explain chronosystem infl uences on parenting—how child- rearing attitudes have changed throughout history.
4. Describe the four basic parenting styles and how each affects a child’s development.
5. Defi ne and discuss developmentally appropriate parenting practices (guidance and discipline).
6. Defi ne and discuss inappropriate parenting practices (physical, sexual, and emotional abuse) and causes of child maltreatment.