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Wallace, Amy L. McLoyd Vonnie C. "Differences in parent and child experiences of parents' racial socialization practice." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,143.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of Psychology (Clinical)." Discipline: Psychology; Department/School: Psychology.
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Cipriano, Christina. "Parent Educational Involvement and Student Achievement: Disentangling Parent Socialization and Child Evocative Effects Across Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1825.
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Thesis advisor: Eric Dearing<br>Longitudinal structural equation models of parent educational involvement (PEI) and student mathematics and literacy achievement were examined for 1364 students, followed from 54 months through 8th grade. Path analyses revealed evidence of bi directionality between PEI and achievement and moderation by economic risk. Specifically, two pathways of association were analyzed: parent socialization and child evocative effects. Parent socialization pathways confirmed the positive association of PEI with both math and literacy achievement -increased parent involvement was significantly associated with increased achievement across development. No evidence of child evocative pathways was found for the full sample. Additionally, economic risk was found to moderate pathways of parent socialization between PEI and achievement. Parent socialization pathways suggested involvement was most strongly and positively associated with high achievement for children with greatest levels of economic risk across childhood. These results underscore the argument that parent educational involvement should be an important goal of practice and policy aimed at closing the achievement gap between lower and higher income children. Indeed, PEI does matter more for some children than others. National policies and school procedures should be geared towards promoting PEI early among the low income parents of underperforming children, for these children not only have the most to gain from having their parents engaged in their education, but also have the most to lose<br>Thesis (PhD) — Boston College, 2011<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Counseling, Developmental, and Educational Psychology
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Chen, Yan 1965. "Parental Socialization Value Change through Time and Space." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc501151/.
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Parental socialization values are compared over sixty years by using data from the Denton Parent Project collected in 1989 and from similar questions asked of parents in Middletowri in 1924 and 1978, The objectives of the study were as follows: how have parental socialization values changed through time since the 1920s; has the impact of parental social class status on parental socialization values decreased over time; compare Alwin's study on obedience and autonomy to see how trend has changed from 1978 Middletown to 1989 Denton; and, finally, look at certain family structure variables to determine their influence. Today's parents emphasize social acceptance and a sense of social responsibility in child training practice. Social class still has an impact on parental socialization values but not as great as expected.
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Fox, Glenn Elbert Jr. "Parents' Goals and Practices: To What Extent do Parental Goals for Socialization Relate to Their Practices?" Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/37921.
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The purpose of this research was to examine the relationship between a parents' goals for their children and their parenting behaviors. An ecological framework (Bronfenbrenner, 1979, 1990) provides the primary theoretical basis for the study, locating the relationship between parent goals and parent practices within a network of other influences on parenting practices, such as family income, ethnicity, parent educational level, and the degree of similarity in temperament between parent and child. Three different types of parental goals were investigated, using the Parenting Goals Questionnaire (Martin, Halverson, & Hollett-Wright,1991); achievement, independence, and respect for parents. These goals were relevant to subscales of the Child Rearing Practices Questionnaire (Block, 1986). Results indicated partial support for a relationship between parenting goals and parenting practices. The hypothesized link was found for independence-oriented goals and practices, and for traditional goals and authoritarian behavior, but not for traditional goals and parental encouragement of emotional expression.<br>Ph. D.
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Cameron, Margaret Eileen. "Parent and Friend Emotion Socialization as Correlates of Adolescent Eating Behavior." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192721.
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Eating disorders and disordered eating affect about half a million teenagers in the United States. Restrained eating is a type of disordered eating behavior where individuals limit their food intake to avoid weight gain, maintain their current weight, or lose weight. Although researchers have examined numerous predictors of this eating style, there are gaps in the literature related to the role of emotion socialization on restrained eating. Parents and peers continually interact with adolescents; as such, both groups often witness adolescents’ emotion expressivity behaviors. They can respond supportively or unsupportively and these responses contribute to adolescents’ emotion regulation strategies. The current study examined parents’ and friends’ supportive and unsupportive emotion socialization behaviors as correlates of adolescents’ restrained eating directly and indirectly through emotion regulation strategies (i.e., inhibition, dysregulation, regulation cope). Since gender differences are typical in how emotions are socialized and in restrained eating behaviors, the role of gender was examined. Data were collected from 91 youth (Mage = 16.50 years; 56.0% female; 76.9% Caucasian) and their parents (Mage = 49.30 years; 91.2% mothers). Youth responded to the You and Your Friends Questionnaire which assessed best friends’ emotion socialization, the Children’s Emotion Management Scales, which assessed adolescents’ emotion regulation behaviors, and the Dutch Eating Behavior Questionnaire, which assessed adolescents’ restrained eating. Parents completed the Emotions as a Child Questionnaire, which asked about parents’ emotion socialization. Conditional process analyses and parallel mediations were conducted to examine the direct and indirect effects of emotion socialization on restrained eating through emotion regulation and as a function of gender. Results indicated that emotion inhibition mediated the effects of friend supportive and passive unsupportive responses on restrained eating. Additionally, friend passive unsupportive responses predicted higher levels of restrained eating in girls and lower levels of restrained eating in boys. Lastly, parent and friend active unsupportive responses predicted restrained eating in girls, but in different directions. Parents’ active unsupportive responses predicted lower levels of restrained eating in girls, whereas friends’ active unsupportive response predicted higher levels of restrained eating in girls. These findings demonstrate that during adolescence individuals, especially friends, influence adolescents’ restrained eating behaviors. Further, girls may be at greater risk of restrained eating compared to adolescent boys.
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Keyees, Angela Walter. "The Enhanced Effectiveness of Parent Education with an Emotion Socialization Component." ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/212.
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Parent education programs were introduced nearly 30 years ago with a primary focus on teaching parents strategies to identify and reduce incidences of noncompliance in their children, and have been the single most successful treatment approach for reducing problem behavior. However, few parent education programs address emotion regulation and its role in children's development despite the fact that research has consistently demonstrated that children who are unable to successfully regulate emotions are more likely to develop behavioral problems. Specifically, most programs fail to address the concepts of effortful control and negative affectivity, two important components of child temperament, and their effects on children's behavior. Research has suggested that children who are emotionally regulated develop greater social competence, resulting in better, more positive, relationships. Thus, parents who teach their children to express and regulate their emotions in socially appropriate ways promote the development of prosocial behaviors in their children. In response, the goal of this study was to examine whether adding an emotion component aimed at teaching parents successful strategies for socializing children's emotions would affect overall parenting and children's emotion regulation above and beyond a traditional behavioral model. Twenty-five parents participated in a three-week parent education program. Parents learned strategies for managing their children's misbehavior. Moreover, parents learned about temperament, how these dispositional traits affect children's behavior, and successful strategies for aiding children in emotion management. At each session, parents completed measures designed to assess their children's temperament and behavior. Additionally, parents completed measures regarding their parenting practices and styles as well as feelings of parental efficacy. Repeated measures ANOVAs were run to determine whether changes in children's temperament or parenting emerged over time. Hierarchical multiple regressions were also computed to determine the effects of parents' practices, styles and efficacy on change in children's levels of effortful control and negative affectivity. Results suggest that parents' choice of disciplinary strategies affects children's ability to regulate their emotions, and that participation in the emotion module positively affected overall parenting and children's emotion regulation.
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Mangleburg, Tamara F. "A socialization model of children's perceived purchase influence : family type, hierarchy, and parenting practices /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063056/.
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Sanders, Wesley Mark. "Parental Emotion Socialization and its Associations to Internalizing Symptoms: The Influence of Parent Gender and Emotion Understanding." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539626673.
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Cole, Nathasha. "The Effects of Racial Socialization and Parent-Child Relationship Quality on Emerging Adult Reports of Racial Discrimination to Parents." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3435.
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The effects of parent-child relationship quality and racial socialization on reports of racial discrimination to parents are examined in an African American emerging adult population. The effects of parent-child relationship quality and racial socialization on reports of racial discrimination to parents are also considered. The influences of demographic characteristics on reports of racial discrimination are also assessed. The purpose of this study is to examine if there are relationships between cultural origin, gender, socio-economic status and reports of racial discrimination to parents. The study also aims to determine if parent-child relationship quality has an effect on whether or not black youth report experiences of racial discrimination to their parents. The study included 133 emerging adult participants between the ages of 18-25, and 33 didactic pairs of parents and their emerging adult children. Via electronic surveys, young adults answered questions about their relationships with their parents, while the parents answered questions about their racial socialization strategies. The results indicated that cultural origin, gender, and SES did not have a relationship with reports of racial discrimination to parents. However, analyses suggested that having a low or working SES has a relationship with reporting racial discrimination to parents. Findings also showed that racial socialization along with parent-child relationship quality had an effect on reports of discrimination. Implications of these findings and future directions are discussed.
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Davis, Bowman Jennifer. "Parent Experiences with Child Social Interventions and their Perception of Bibliotherapy." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367937741.
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Joyce, Jeneka, and Jeneka Joyce. "Parent Sociocultural Characteristics and Parent-Child Relationships Influencing Early Adolescent Ethnic Identity, Religiosity, and Distal Academic-Related Outcomes." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12501.
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I developed and tested a model of relationships between primary caregiver ethnic identity and religiosity, primary caregiver experiences of discrimination stress, parent-child relationships, adolescent ethnic identity and religiosity, and their impact over time on adolescent academic orientation and positive future outlook. The sample consisted of youth and their families participating in an ongoing family centered intervention trial in a northwest metropolitan area. The theoretical frameworks that guided this study were Bronfenbrenner's ecological systems theory, sociocultural theory, social identity theory, and critical race theory. The hypotheses regarding the relationships between key variables and supported by the aforementioned theoretical frameworks were evaluated using analysis of variance techniques and structural equation modeling. Study findings suggest that parental identity and cultural socialization influence adolescent religiosity and ethnic identity in early adolescence. Primary caregivers' sense of ethnic identity and religiosity directly impact cultural socialization of their children, which in turn influences adolescent identity development. The parent-child relationship plays a predominant role in positive youth outcomes (i.e., academic orientation and positive future outlook) above and beyond adolescent ethnic identity and religiosity considerations. Implications of the present study for both research and practice are discussed.
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Zaharakis, Nikola. "Examining the Parent-Adolescent Bond and Parent-Offspring Marijuana Communication on Marijuana Use and Problems: A Test of Primary Socialization Theory." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4071.
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Marijuana use among American young adults is rising, and perceptions of harm are declining. Individual states continue to enact more lenient marijuana use and possession laws. Marijuana use is associated with many serious negative outcomes. Thus, marijuana use among this age group has become a public health concern. According to Primary Socialization Theory, parents exert their influence on youth behavior through the parent-adolescent bond and through communication. Previous researchers have identified parent-offspring communication about alcohol and tobacco as a potentially important target of prevention efforts. Little research has yet explored marijuana communication and its potential influence on use-related outcomes. This study sought to model the influence of the parent-adolescent bond and parent-offspring communication about marijuana on marijuana use and problems related to use. In order to model this influence, the Communication about Marijuana (CAM) measure first was developed. In Study 1, an initial pool of items tapping marijuana communication was tested using a sample of 18-25 year old (M=20.22) undergraduate students (N=433). Confirmatory factor analyses were performed to test the fit of the data to the proposed model. In Study 2, a revised CAM measure was tested with a second sample of 18-25 year old (M=20.40) undergraduate students (N=432). The final measure included four content topic factors comprising 9 items, and 3 descriptive items tapping communication context. Structural equation models were specified to model the parent-adolescent bond and marijuana communication content on student self-reported past year marijuana use and marijuana use problems. Results suggested that the parent-adolescent bond was protective on marijuana use frequency, while models including only the manifest variable parental support better fit the data with regard to marijuana use problems. Communication content was somewhat differentially related to outcomes. Discussions encouraging abstinence, offering advice on peer pressure and monitoring use were related to more frequent use. Communication that conveyed disappointment about marijuana use and offered advice about peer pressure and choosing non-using friends was related to more marijuana use problems. Positive relations between communication and use outcomes were unexpected, but may reflect reactive parenting. Results and implications for future research are discussed in the context of the extant literature.
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Slough, Rachel Miller. "Parent and Friend Emotion Socialization in Adolescence: Associations with Emotion Regulation and Internalizing Symptoms." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78243.
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Both parents and close friends are central figures in adolescents' emotional and psychological adjustment. However, little is known about how close friends socialize adolescents' emotions or how friends' socialization messages compare to those from parents in adolescence. The present study will explore how parents and friends discuss negative emotions with adolescents in relation to adolescents' emotion regulation and internalizing symptoms. Participants were 30 parent-adolescent-friend triads from a community sample. Parent and friend emotion socialization was observed during two discourse tasks (one with the parent, one with the friend) regarding a past negative event. Adolescents also reported parent and friend emotion socialization responses. Adolescents' emotion regulation was measured via heart rate variability during a baseline task (i.e., watching an animal and nature video) and via a parent-report questionnaire. Lastly, adolescents reported their internalizing symptoms on a standard questionnaire. Correlations showed that the two methods for emotion socialization (observations, questionnaires) were largely not concordant, and the different measurements of emotion regulation were also not concordant. Repeated measures MANOVAs showed that parents and friends differed in their use of various emotion socialization responses, as parents were observed to be higher in emotion coaching and co-rumination. Adolescents reported that parents were higher in emotion coaching and emotion dismissing, and friends were higher in co-rumination. These differences were not moderated by adolescent sex. Contrary to hypotheses, adolescent emotion regulation was not correlated with adolescent internalizing symptoms and did not mediate the association of parents' and friends' socialization of negative emotions with adolescent internalizing symptoms. This study unites the parent and friend literatures on emotion socialization and indicates that parents and friends are distinct socialization agents during adolescence. This study also offers insight into methodological approaches for measuring emotion socialization and emotion regulation, particularly that emotion socialization measurements need to be sensitive to the structural differences of family relationships and friendships. Future directions include exploring a wider range of socialization agents and how they may interact to influence adolescent development, amongst other topics.<br>Ph. D.
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Duryea, Maria. "Changing lives and life changes on Taipei's urban border 1959-1994 /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/6438.
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Lambert, Emma Jean Heard. "Parent-child communication and coorientation in four family communication pattern types : a journey in socialization /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204967184.
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Simon, Kyle A. "ADOPTING IDENTITIES: ASSOCIATIONS BETWEEN ADOPTION, RACIAL-ETHNIC, AND SEXUAL MINORITY PARENT SOCIALIZATION AND CHILDREN’S ATTACHMENT, GLOBAL SELF-WORTH, AND UNDERSTANDING OF IDENTITY." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/131.
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Utilizing a sample of lesbian, gay, and heterosexual adoptive parent families with school-age children, results suggested that parents engage in adoption communication less but racial-ethnic socialization more when a child is transracially adopted. No differences were found in lesbian and gay parents socialization practices for adoptive or racial-ethnic identity. Further, lesbian and gay parents engaged in sexual minority parent socialization less than adoptive or racial-ethnic socialization. Children’s self-worth was related to sex but not socialization practices such that girls reported lower self-worth, and no significant associations were present for children’s closeness. Children’s age, sex, and transracial adoptive status were predictive of their understanding of adoption and only children’s age was predictive of their recognition of sexual minority parent socialization. Children’s sex and transracial adoptive status as predictors of understanding of adoption have not yet been reported on in the literature. Further, no work has reported on associations between parent and child socialization practices in the context of sexual minority parent socialization. The implications of differences emerging in parent socialization frequency (i.e., racial-ethnic communication higher than adoptive communicative openness), as well as how children’s sex and transracial adoptive status contribute to children’s understanding of adoption will be discussed.
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Keel, Sara. "Socialization : interactions between parents and children in everyday family life." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20078/document.
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Cette thèse fait partie d’une recherche interdisciplinaire portant sur la socialisationd’enfants d’âge préscolaire. Adoptant l’approche de l’analyse de conversation (AC)d’inspiration ethnométhodologique (EM), elle porte sur le processus de socialisation,étudié sous l’angle des interactions entre parents et jeunes enfants (âgés de 2 ans et 1mois à 2 ans et 10 mois), dans le quotidien. Basée sur un large corpus audiovisuel –huit familles francophones vivant dans la région de Fribourg (Suisse) ont été filmées àleur domicile – la recherche se focalise sur les séquences interactives que les jeunesenfants initient en déployant un tour évaluatif. L’étude de ces séquences vise d’unepart à décrire et à comprendre comment les jeunes enfants parviennent à réaliser destours évaluatifs qui impliquent une réponse du parent adressé, c’est-à-dire à produireune première partie d’une paire adjacente, qui rend pertinent la production d’unedeuxième partie appartenant au même type de paire. D’autre part, elle cherche àexaminer les réponses parentales et leurs implications sur la suite des interactions. Entenant compte des ressources multimodales déployées par les interactants et ducontexte praxéologique institué par ces derniers, l’analyse permet d’appréhender avecun nouveau regard les questions de l’alignement et du désalignement et ainsi quecelles des catégories sociales endossées par les parents et les enfants au cours del’accomplissement interactif de séquences évaluatives<br>This thesis is part of an interdisciplinary research project on the socialization ofpreschoolers. By adopting a Conversation Analytic (CA) approach informed byEthnomethodology (EM), it offers a study of the socialization process as it takes placewithin everyday parent-child interactions. Based on a large audio-visual corpusfeaturing footage of eight French-speaking families filmed extensively in their homes,the study focuses on recorded examples of young children initiating interactivesequences by producing evaluative turns, such as “that’s beautiful”, “(I) like that”,and “yuck”. By taking into account the interactants’ articulation of embodiedresources – talk, gaze, and gesture – the study aims, on the one hand, to describe howyoung children manage to produce evaluative turns that make a response by theaddressed parent relevant; and to evidence how, through their participation ineveryday interaction, young children acquire communicative skills and a sense ofthemselves as effective social actors. On the other hand, it seeks to examine parents’most frequent responses – agreements, disagreements, or questioning repeats – and tolook at the implications of these responses for the further course of action. Looking athow children’s evaluative actions – as attempts to communicate their normativeposition, and their affective implication with respect to the surrounding world – aretreated in turn by the parents, reveals the parents’ emic understanding of theirchildren’s participation in evaluating the world they commonly inhabit. Finally, thestudy of interactively produced evaluative sequences also allows some new light to beshed on the ways in which parents and children achieve shared understanding, andhow they deal with delicate issues of alignment/disalignment, as well as with mattersrelated to their respective membership categories
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Anhalt, Karla. "The relation between parenting factors and social anxiety a retrospective study /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=755.
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Thesis (Ph. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains vii, 104 p. Includes abstract. Includes bibliographical references (p. 56-66).
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Salaam, Omar J. "A Family Histories Study of Parents Engaging Issues of Race and Racism." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7924.
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This family histories research study uses life history methods to explore narratives of parents’ lives regarding ways in which they socialize their children and engage school staff around issues of race and racism. The information gathered is from interviews with the two primary participants, two focus groups; one with each primary participant and the adults with whom they are raising their elementary school (Pre-K to Grade-5) children, and follow-up interviews with both primary participants. The first finding in this study is that the family life stories in both families play a direct role in socializing their children, in that the parents have shared many of their life stories related to race and racism with one another and their children prior to and regardless of this study. The second finding is that the family life stories in both families play a role in their engagement with school staff around issues of race and racism. Both findings are revealed within the themes of overt racism, covert racism, awakening (the process of one suddenly realizing something he/she had never realized), and closeness (the feeling of some level of emotion or personal connection). Also discussed, following the themes and findings, is the commonality between the two families in this study, enrolling their children in the same racially and culturally diverse International Baccalaureate school. Recommendations include: bringing to the attention of educational leaders and policy-makers the advantages of analyzing ones’ own history; providing the opportunity for voices most often unheard to be listened to and heard by policy-makers and decision makers; and that further research into the impact of policies that are intended to address issues related to race, racism, and other equal opportunity and/or anti-discrimination efforts are confirmed impactful through the voices of individuals.
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Miller, Rachel Lynn. "Parent Emotion Socialization and Treatment Outcomes for Children with Oppositional Defiant Disorder: The Mediating Role of Emotion Regulation." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/78086.
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Oppositional Defiant Disorder (ODD), characterized by irritability and defiant behavior, is associated with several negative outcomes in childhood and adulthood (APA, 2000; Webster- Stratton, 1996). There are a variety of approaches to treating ODD that differ in their focus on parents, children, or both parent and child (Greene & Ablon, 2005; Kazdin, 2005). These treatments also target different underlying processes of oppositional behaviors, such as parenting behaviors and children's emotion regulation. Research suggests that parent emotion socialization practices may indirectly influence externalizing behaviors, such as those present in ODD, through children's emotion regulation abilities (Eisenberg, Cumberland, & Spinrad, 1998). The present study examines this mediation model in children diagnosed with ODD (n = 100; 58 boys) who received either Parent Management Training or Creative & Proactive Solutions. Findings indicate that families receiving CPS exhibited higher decreases in ODD symptoms than those receiving PMT. There was no evidence for an indirect effect of emotion socialization on symptoms of ODD through emotion regulation. Regarding direct effects, increases in emotion encouraging, emotion discouraging, and emotion regulation were associated with decreases in ODD symptoms, whereas increases in problem solving were associated with increases in ODD symptoms. There were also pre-treatment indicators of children's treatment response, such as parent's problem solving, children's emotional lability, and ADHD symptoms. These results indicate the importance of both emotion socialization and emotion regulation in treatment improvement, as well as factors that may contribute to treatment response. Treatment implications and future research directions are discussed.<br>Master of Science
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Olsen-Rando, Robert A. "Parent-child relationship and college men's sexually aggressive attitudes and behaviors." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862285.
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Forcible rapes continue to occur at a rate of 1.3 per minute (National Victim Center, 1992). With an estimated 12.1 million women having been raped in our country (National Victim Center, 1992) and with most victims knowing the rapist, the importance of understanding the underlying dynamics leading to sexually aggressive behavior becomes imperative.The purpose of this study was to further delineate a possible contributory factor in the predisposition for rape. Specifically, this study examined the relationship between the perceived quality of father-child relationship and those underlying motivational and attitudinal factors associated with men who perpetrate sexual aggression towards women. A sample of 264 male college students were given a series of instruments examining underlying power motivations, sex-role stereotyping beliefs, attitudes of hostility toward women, relationship with father, relationship with mother, and sexually aggressive behavior. A hierarchical regression analysis was performed to examine the relationship between parent-child relationship and sexually aggressive attitudes and behavior.The results revealed that, consistent with previously reported literature, one measure of relationship with father was found to account for a significant amount of variance in hostility toward women. Relationship with father was not found to be significantly related to any of the remaining criterion measures. Relationship with mother was found to be significantly related to sex-role stereotyping. All criterion measures were significantly correlated with each other as were all the predictor measures.The results are discussed in relation to the hypotheses and previous research findings.<br>Department of Counseling Psychology and Guidance Services
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Kennedy, Amy Elizabeth. "Parent gender and child gender as factors in the socialization of emotion displays and emotion regulation in preschool children." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3731.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Miller, Molly Elizabeth. "Parent And Peer Emotion Socialization As Predictors Of Adolescent Internalizing Symptomatology: The Role Of Emotion Via Structural Equation Modeling." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091578.
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Parental and peer emotion socialization as well as adolescent emotion regulation are significant predictors of adolescent psychopathology (Gaertner et al., 2010; Shortt et al., 2016). When a parent is unsupportive of their youth's emotional displays, the adolescent is at greater risk for internalizing disorders (Shewark & Blandon, 2015). During adolescence, friends are also socializers of youth's emotions and those peers who respond in validating ways may buffer against the development of internalizing disorders (Bowker & Rubin, 2009). Research analyzing these constructs has relied almost exclusively on one form of measurement (e.g., McKee et al., 2018) and often emotion regulation has been assessed as general negative affect (e.g., Silk et al., 2003). To fill these gaps in the literature, the present study examines negative parent emotion socialization's effect on adolescent internalizing symptoms as mediated by emotion regulation and moderated by friend emotion socialization. Guided by the functionalist theory of emotion (Barrett & Campos, 1987), we examined emotion regulation by emotion type (sadness/worry and anger) and used multiple methods and reporters. The present study sought to replicate and expand previous literature by constructing a conditional indirect effects model with latent variables and assessing discrete negative emotions. Gender effects were also examined. Participants were 132 adolescents (Mage = 16.30, 53.0% girls, 80.3% White, middle-class) and their parents (87.1% mothers). Youth completed the Multidimensional Anxiety Scale for Children (March, 1997), the Child Depression Inventory (Kovacs, 1992), the Children's Sadness, Worry and Anger Management Scales (Zeman et al., 2001), and the You and Your Friends Questionnaire (Klimes-Dougan et al., 2014; evaluated peer emotion socialization). Parents completed the Child Behavior Checklist (Achenbach, 1991). Parent-adolescent dyads engaged in an interaction task involving discussions about specific events with the adolescent's best friend. These video-taped interactions were coded for different aspects of parental emotion socialization.
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Carpenter, Cherise Michelle. "Perceptions of gender socialization among African-American female caretakers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1968.
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Dollins, Ramona R. "Parental influence on political development among late adolescents." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10192006-115601/.
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Cassano, Michael. "A Break from the Norm: Parental Emotion Regulation, Expectancy Violations, and Gender in the Parental Socialization of Sadness Regulation in Childhood." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/CassanoM2008.pdf.
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Ruud, Linda. "Jag är norsk men min pappa är från Kuba : En studie av tvärkulturella uppväxtförhållanden." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154287.
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Jag vill undersöka och beskriva tvärkulturell fostran. Syftet med uppsatsen är att studera hur barn formas av att växa upp med två kulturer, det vill säga där barnets/barnens föräldrar kommer från två olika kulturer och den ena kulturen inte är representerad under barnets/barnens uppväxt. Frågeställningarna utifrån detta är; Vad förmedlar föräldern till barnet/barnen av denna kultur? Vilka förhoppningar har föräldern kring innebörd och konsekvenser av den tvärkulturella fostran och uppväxten? Litteraturstudien visar att i en tvärkulturell fostran får man först se vad kulturen bär med sig,vilka kulturtraditioner och förhållningssätt som finns i de respektive kulturerna. Har de exempelvis en grund i grupp- eller individorientering där olika synsätt förespråkas och premieras, och där dessa tar sig olika uttryck i fostran och under uppväxten? Begrepp som innefattar en tvärkulturell fostran är identitet, socialisering, etnicitet och nationalism. Flera studier visar även på språkets betydelse för socialisering och kulturell identitet. Vem man är och vem man blir påverkas av språket och även speglas däri. Resultaten från studiens intervjuundersökning och autoetnografi pekar bland annat på betydelsen av kontakter med familj och släkt genom audiovisuella hjälpmedel via internet, att hålla en positiv bild av den andra föräldern, samt att visualisera kulturen genom fotografier och föremål.<br>My aim of this study is to investigate and describe cross-cultural upbringing. The purpose of the essay is to study how children are formed by growing up with two cultures, ie where the child's/children's parents come from two different cultures and one culture is not represented during the child's/children's upbringing. The issues from this are; What does the parent convey to the child/children of this culture? What hopes does the parent have regarding the meaning and consequences of the cross-cultural upbringing? The literature study shows that in a cross-cultural upbringing one must first see what the culture carries with it, which cultural traditions and attitudes that exist in the respective cultures. Do they, for example, have a foundation in group or individual orientation where different views are advocated and rewarded, and where these take different forms in parents’ views and during the children’s upbringing? Concepts that involve cross-cultural upbringing are identity, socialization, ethnicity and nationalism. Several studies also show the importance of language for socialization and cultural identity. Who you are and who you become are affected by language and also reflected in the language. The results of the study's interview survey and auto-ethnography point to, among other things, the importance of contacts with family and relatives through audiovisual aids via the internet, to keep a positive image of the other parent, and to visualize the culture through photographs and objects.
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Blair, Sampson Lee. "Social structural effects upon parental control of adolescents." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/104324.
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Johnson, Barbara E. "The Effect of Parental Brokering on Adult Sociability: A Comparison of Only and Nononly Children." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392823024.
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Stanger, Sarah Budney. "The Structure of Parent-Child Coping Interactions as a Predictor of Adjustment in Middle Childhood: A Dynamic Systems Perspective." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/933.
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This study applied a contemporary dynamic systems methodology (state space grids) to examine how the structure of parent-child coping interactions, above and beyond the content of such interactions, influences adjustment (i.e., internalizing problems, externalizing problems, and coping efficacy) over time in middle childhood. A community sample of children (N = 65) completed a stressful laboratory task with a parent present, during which parent and child behavior were observed. Parent behavior during the task was coded using a socialization of coping framework. Parents' verbal suggestions to their child about how to cope with the stressful task were coded as primary control engagement suggestions (i.e., suggestions encouraging the child to directly address and attempt to change the stressor or the child's associated emotions), secondary control engagement suggestions (i.e., suggestions encouraging the child to change their own reaction to their stressor), or disengagement suggestions (i.e., suggestions encouraging the child to take their attention away from the stressor). Child coping verbalizations and behavior during the task was coded as either engaging with the stressor or disengaging from the stressor. The structure of the parent-child coping interaction was measured in two ways: (a) dyadic flexibility, defined as the dispersion of parent and child behavior across all possible behaviors and the number of transitions between different parent or child behaviors during the task, and (b) attractor (i.e., parent-focused, child-focused, or dyad-focused interaction pattern) strength, defined as the number of visits, duration per visit, and return time to that interaction pattern. Child adjustment outcomes were measured using parent-report (internalizing and externalizing problems) and child-report (coping efficacy) at baseline and a 6-month follow-up. Linear regression analyses were conducted examining dyadic flexibility and the proposed attractors as predictors of child adjustment, while accounting for demographic variables, attractor content, and adjustment at baseline. Findings suggested that dyadic flexibility in the parent-child coping interaction was largely adaptive for child adjustment, whereas attractor strength demonstrated a more complex relationship with child adjustment outcomes. This study demonstrates the utility of applying state-space grids to examine the structure of parent-child coping interactions, in addition to content, as predictors of child adjustment. Furthermore, this study offers novel, detailed information about coping interactions in families with children in middle childhood. Clinical implications, limitations, and future directions are discussed.
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Uppal, Kiranjeet Kaur. "The importance of parental socialization and Early Maladaptive Schemas in the development and maintenance of psychological symptoms in young adults." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3015.
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Explores the relationship between recollections of parenting, Early Maladaptive Schemas (EMS), and symptoms of depression and anxiety in a sample of undergraduate students attending California State University, San Bernardino (N = 232). A correlational-regression approach was adopted to test the hypothesis. Parental socialization was measured with three different subscales. Psychological adjustment was measured by the Symptom Checklist-90-Revised. Early Maladaptive Schema was measured with the Schema Questionnaire-Short Form. Partial mediation of EMS was found with maternal connection and psychological control, but not with paternal socialization. Findings lend support to the schema model and suggest that clinical work with adults suffering from depression and/or anxiety may need to identify and re-structure EMS that develop from "toxic parenting."
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Schroth, Elizabeth A. "Associations between Maternal Positive Affect and Mother-Child Reminiscing about Happiness." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_theses/82.
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Little is known about how maternal positive affect (PA) relates to maternal patterns of emotion socialization about positive emotions. The current study examined the hypothesis that mothers’ self-reported PA, independent of their negative affect (NA), is associated with increased and more appropriate modeling of verbal and nonverbal expressions of positive emotions in mothers. I examined associations between self-reported maternal PA and behaviors during video-taped discussions of times when the mothers and children were happy in 53 healthy mother-child dyads. These tapes were coded using standard observational coding schemes. Results suggest that mothers with higher ratings of PA, independent of NA, positively predicted levels of observed maternal positive involvement and communication while reminiscing. Maternal PA was unrelated to observed dyadic mutual enjoyment, positive emotion words and teaching during mother-child reminiscing. Results add to the existing literature on positive psychology in important ways. Theoretical implications for understanding positive emotions are discussed.
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Carvalho, Nayara Chagas. "Estilos de socialização parental, identidade de gênero e sexismo na infância." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/6030.
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The objective of this research was to investigate the effect of parental socialization of mothers
in sexism’s expression in children 6 and 7 years old. The participants were 30 children and
their mothers. Previously the collect, it was requested the mother’s authorization for the
participation of his son or her daughter. The collect had two steps – The first step was
executed with the children and the second with the mothers. The interviews contained
objective and subjective questions. Besides that, was also applied the Parenting Styles and
Dimensions Questionnaire and the Ambivalent Sexism Inventoy in the mothers. The results
indicate that mothers with most flagrant sexism tend to produce a more sexist parent
socialization. Contrary to our hypothesis, there was no correlation between parenting styles
and gender identity of the children. However, we found out that more authoritarian and
permissive mothers socialize their children towards the hostile flagrant. These results are
discussed in the light of theories of parental socialization and ambivalent sexism.<br>O objetivo desta pesquisa foi investigar o efeito da socialização parental das mães na
expressão do sexismo em crianças de 6 e 7 anos de idade. Participaram da pesquisa 30
crianças e suas respectivas mães. Precedente a coleta, foi solicitada às mães a autorização para
a participação do(a) seu(sua) filho(a). A coleta possuiu duas etapas – uma realizada com as
crianças e outra com as mães. As entrevistas continham perguntas abertas e fechadas.
Também foram aplicados o Questionário de Estilos e Dimensões Parentais e o Inventário de
Sexismo Ambivalente nas mães. Os resultados indicam que mães com sexismo mais
flagrantes tendem a produzir uma socialização mais sexista. Contrariando a nossa hipótese,
não houve correlação entre os estilos parentais e a identidade de gênero das crianças.
Contudo, encontramos que mães mais autoritárias e permissivas socializam seus filhos na
direção do sexismo flagrante. Estes resultados são discutidos à luz das teorias sobre
socialização parental e do sexismo ambivalente.
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Svalmark, Per. "Ta parti! : Gymnasieelevers uppfattade påverkan inför riksdagsvalet 2010." Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6798.
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In this examination project I look into what ways upper secondary school students conceive themselves as politically influenced before they voted for the general election of 2010. The purpose is to examine which influences the upper secondary school surroundings and the classes of civic education are contributing with to students before they voted. As a method, I have used personal, semi-structural interviews on eight upper secondary school students who all voted for a party represented in the parliament. I have asked questions about how they believe their parents, the surroundings of their school and the classes of civic education have influenced them. To separate which influences primarily the upper secondary school and the classes of civic educations have had on the students, I have selected two comparison groups of four students in each. One group contains only parent-influenced students whereas the other group contains only not parent-influenced students. My findings show that the upper secondary school surroundings have played an important part to both student groups and the outcome may be theoretically generalized to all upper secondary school students studying natural science. The influences related to the classes of civic education have had a diversified outcome, mostly on not parent-influenced students. Therefore, this piece of result cannot be theoretically generalized to all natural science students. Not parent-influenced students also perceive themselves as more influenced by miscellaneous meaningful people, than do parent-influenced students. I understand the results as students not concurring with their parents politically, are more inclined to chase their political identity among their peer friends and other meaningful people. They are also more open-minded in the teaching moments of political parties, also during the political debate throughout the civic education. Finally, I discuss how the results should be viewed by teachers in civic education and what role the upper secondary school continues to play, as a political socialization agent.
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Cohen, Rachael A. "Sexual Socializaton in Lesbian-Parent Families." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1251930298.
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Jones, Thompson Remy. "The effect of racial socialization on parental stress in a sample of African American parents." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2101.
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The typical duties of parenting may be multiplied when they must be performed within very demanding situations and with limited personal and physical resources. African American families may also be subject to race-related challenges that further complicate child rearing. In an effort to combat the effect of imminent racism, some African American parents have sought to racially socialize their children. Within the racial socialization literature, it has been determined that racially socializing one’s children has positive effects for those children, however, there is some ambiguity regarding the way it is best done. Although racist acts cannot be predicted nor avoided, parents can likely prevent their children’s effects by racially socializing them. If this is done appropriately, and parents feel secure in their preparation it will likely buffer the effects of racism their children feel, which may impact their level of parental stress. However, no literature exists that examines the parental effects of racially socializing one’s children. Therefore, this project proposes to 1) examine whether there is a correlation between racial socialization and parental stress in African American parents and to 2) determine whether being exposed to a racial socialization intervention significantly reduces parental stress from pre-test to post-test as compared to the control and comparison groups. 159 African American mothers were randomly assigned to 3 groups, a control, experimental and comparison group, and administered pre and post tests on a scale of racial socialization (SORS-P), affective mood state (POMS-B), and parental stress (PSI). A hierarchical multiple linear regression was conducted to determine whether racial socialization beliefs predict parental stress after controlling for mood. It found that racial socialization beliefs accounted for an additional significant proportion of the variance in parental stress. A preliminary MANOVA was run to determine if there was a significant difference between groups’ baseline levels of mood and racial socialization beliefs. Hypothesis 2 was tested by running a (2 X 3) Time (pre-test and post-test) X Group Assignment (intervention, comparison group, control) mixed design ANCOVA. As predicted, changes in parental stress from pre-test to post-test depended on the group assignment. Study results highlighted the importance of racial socialization interventions to reduce parental stress that may accompany racist encounters with their children.
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Capano, Bosch Alvaro, Tornaría María del Luján González, and Natalie Massonnier. "Parental relational styles: A study with adolescents and their parents." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/99860.
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Perceptions of parenting styles by parents and their 12-year-old preadolescents are studied One hundred seven parents and their adolescents enrolled in the first year of secondary education in one of four Catholic schools in Montevideo completed Affection, Rules and Requirements questionnaires. There were significant differences in parent perception in the critical / rejection and inductive factor subscale, depending on the gender of the adolescent. Preadolescent perceptions exhibit significant differences in indulgent and affection scales for father, and in affection, indulgent and inductive scales for mothers. Parents with a primary school education level appear significantly more inductive than those who were areuniversity graduates.<br>Se estudiaron los estilos parentales según la percepción de padres, madres y sus hijos e hijas de 12 años. Se aplicaron las escalas de Afecto y de Normas y Exigencias a 107 padres y madres y 107 hijos e hijas. Se encontraron diferencias significativas en la percepción de padres y madres, en el factor Crítica/Rechazo y en la subescala Inductiva, según el sexo de los hijos que respondieron. Las percepciones de hijos e hijas arrojaron diferencias significativas para los padres, en las escalas Afecto e Indulgente y para las madres en las escalas Afecto, Indulgente e Inductiva. Los padres con nivel de enseñanza primaria aparecieron significativamente más inductivos que quienes tuvieron estudios universitarios.<br>No artigo são estudadas as percepções dos pais, mais e seus filhos e filhas menores de 12 anos, sobre os estilos parentais em suas famílias. Foram aplicadas as escalas de Afeto, Normas e Exigências a 107 pais e mais e 107 adolescentes. Os resultados mostram diferenças significativas nas percepções sobre os pais e mais nas dimensões de crítica/rejeição e indutiva, dependendo se os respondentes são homens ou mulheres. As percepções de filhos e filhas sobre os pais mostraram diferenças significativas nas escalas de afeto e indulgente e as percepções de filhos e filhas sobre as mais mostraram diferenças nas escalas de afeto, indulgente e indutiva. Os pais com nível de educação primaria apareceram como mais indutivos que os pais que estudaram na universidade.
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Pettis, Shardé B. M. A. "Is Knowledge of (Normative) Racial Identity Development Necessary?: White Transracial Adoptive Parents' Intentions to Promote Black Adoptees’ Racial Identity." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1617055421189483.
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Freeman, McKenna Ray. "What do White parents teach their children about race?: A qualitative examination of White parents' ethnic racial socialization." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626279619639693.
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Direso, Stacy Ann. "Racial socialization practices of Asian American and White American parents." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.35 Mb., p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435866.
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Barner, Rashida Shani. "Do parents talk to their children about race? An exploration of Black parents and White parents." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1094.
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The purpose of this study was to examine parent (e.g., exposure to diversity) and child factors (e.g., age, anxiety and prosocial behavior) as they relate to the transmission of messages related to race and culture. An exploratory hypothesis was that Black parents would exhibit more cultural socialization, preparation for bias, and promotion of mistrust than White parents. In addition, there were hypotheses that the messages that parents impart to their children about race would be influenced by the age of the child or parents’ experience with diverse groups of people. Online questionnaires were distributed to parents and the final sample consisted of 183 parents of Black children (N = 90) and White children (N = 93), aged four to fourteen years old (M = 8.08). Overall, this study found that Black parents engage in more conversations about race and culture than White parents. However, there were no racial differences between number of messages of equality. The hypothesis that the frequency of preparation for bias messages increases as children get older was supported. The hypothesis that Black children who have higher scores on dimensions of racial socialization would have higher levels of prosocial behavior was supported. The hypothesis that the affective valence of exposure to diverse groups of people would be positively related to egalitarianism was supported. The present study adds to the current literature by highlighting that different messages about race and culture need to be communicated for children in the majority culture versus minority culture.
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Freire, Kimberley Elisa Ennett Susan T. "Influence of parental socialization on adolescent alcohol misuse." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1735.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Behavior and Health Education." Discipline: Health Behavior and Health Education; Department/School: Public Health.
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Underhill, Megan. "Becoming White: The Racial Socialization Practices of Middle-Class White Parents." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470755137.
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Wyman, Battalen Adeline. "Beliefs, Perceptions, and Socialization Practices of Lesbian, Gay, and Heterosexual Adoptive Parents." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107715.
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Thesis advisor: Ruth McRoy<br>Thesis advisor: Summer Hawkins<br>Adoptive parenting contributes to the dramatic growth in lesbian and gay (LG) parenting. Research on adoptive families has mostly focused on heterosexual parent families and the limited research on LG parenting has primarily emphasized child adjustment outcomes. This three-paper dissertation utilized subsamples from a large (N=1616) and recent (2012-2013) comprehensive dataset, The Modern Adoptive Families Study, designed to compare family characteristics, experiences, and adjustment outcomes across different types of adoptive families, especially families headed by sexual minority parents. The Minority Stress model is used to frame a deeper understanding of parenting processes in heterosexual and lesbian and gay parent adoptive families. This framework takes into account the potential for families, led by sexual minority parents, to encounter discrimination and suggests processes may exist within the family to help buffer interpersonal and systemic bias. Paper 1 used logistic regression to examine the associations of adoptive parents’ satisfaction with their mental health services and their pediatrician. Pediatrician satisfaction was specifically related to the parental perception of their provider’s understanding of their minority status; based on 1) adoptive family status, 2) parental sexual orientation, and 3) transracial adoption status. Overall, 51% of the sample of parents who sought mental health services reported satisfaction. Satisfaction was positively associated with being a gay father, having a higher household income, and having a child whose race was identified as Asian. Satisfaction was negatively associated with having a child older than 11 years old. Of parents who reported on their satisfaction with pediatricians, 82% of parents reported satisfaction. Having a higher household income was positively associated with respondents’ satisfaction. Paper 2 used confirmatory factor analysis (CFA) to explore how findings from two racial socialization measures compared across parental sexual orientation, in transracial adoptive families. The scales measured parental endorsement of cultural competency pertaining to race and related self-efficacy enacting racial socialization practices. In Paper 3, cultural socialization theory was used to investigate parents’ endorsement of socialization related to being raised in a same-sex headed family with two newly developed scales using exploratory factor analysis (EFA). Results of these studies will help to inform policy and practice by addressing critical questions impacting a growing number of adoptive families, especially those headed by sexual minority parents. Contributions to the literature include findings about parenting practices, perceptions, experiences, and relationship dynamics within lesbian, gay, and heterosexual adoptive parent families<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Graduate School of Social Work<br>Discipline: Social Work
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Bobo, Morgan. "YOUNG LIVES MATTER: AN EXAMINATION OF RACIAL SOCIALIZATION PRACTICES OF AFRICAN AMERICAN PARENTS." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1816.
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Multiple research studies have suggested that African American parents transmit a variety of socialization messages, including preparation for bias and egalitarianism (Hughes et al., 2006; White-Johnson et al., 2010). In response to specific race-related events, such as police involved shooting deaths of African Americans since 2012, scholars have begun to expand racial socialization research to explore the influence of racial events on African American parenting. However, there is little research that examines the impact of repeated witnessing of vicarious instances of police brutality, shootings, and killings of African Americans at the hands of law enforcement on parent racial socialization practices. The goals of the current study were to explore racial socialization practices of African American parents within the context of current events about police brutality and shootings of African Americans by police. Qualitative analysis of interviews with sixteen African American parents provided insight into relationships between parents’ experiences with and beliefs about police, socialization practices, and demonstrations of vicarious trauma symptoms. Grounded theory methodology was used to analyze the data using: a) open-coding; b) axial coding; and c) selective coding (Corbin & Strauss, 2015). Results of the analysis revealed four categories at the axial level comprised of 17 subcategories at the open-coding level. Conclusions drawn from the grounded theory model that was derived in this study suggest that all parents who were studied socialized their children about race and police involved killings of African Americans based on their own experiences with and beliefs about police. Parents were collapsed into categories reflecting their experiences: a) parents who have had negative experiences with police but keep their children engaged in positive behaviors to eliminate police encounters; b) parents who have had positive experiences with police and do not want their young children to have negative biases toward members of law enforcement; c) parents who are fearful and mistrustful of police, despite having mixed personal experiences with them, and want their children to be prepared for possible encounters with police; d) parents who have had mixed personal experiences with police but want their children to have a balanced perspective of officers; and e) parents who have had positive personal experiences with police, keep their children engaged in positive behaviors to eliminate police encounters, and want their children to be prepared to successfully navigate possible encounters with police. These conclusions have implications for African American parents, mental health practitioners, members of law enforcement, and federal and state legislators.
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Gerhardt, Micah Gerhardt. "Development of Emotion Regulation and Parental Socialization during Early Childhood." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595368352889174.
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Snyder, Lisa Jean 1960. "Parents' perception of children's evaluative criteria in clothing purchases: The consumer socialization process." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278076.
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The purposes of this study were to examine the effects of socialization processes and antecedent variables on children's evaluative criteria for clothing purchases and to examine antecedent variables on the socialization process. A total of 500 parents of children from the first through sixth grade were systematically selected from the Directory of Catalina Foothills School District and mailed a questionnaire. Using principal components factor analysis on parental socialization variables and on evaluative criteria items, nine factors were developed. Based on stepwise multiple regression analysis for each hypothesis, it was concluded that antecedent variables have direct influence on socialization process variables which, in turn, impacts the outcome variables. Antecedent variables, however, tended to have limited direct influence on outcome variables but have an indirect effect on outcome variables only through socialization variables.
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Richardson, Belinda. "Understanding African American parents' beliefs regarding socialization goals, parenting, and early childhood care." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1247669678.
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Thesis (M.A.)--University of Akron, School of Family and Consumer Sciences-Child and Family Development, 2009.<br>"August, 2009." Title from electronic thesis title page (viewed 10/7/2009) Advisor, Pamela A. Schulze; Faculty Readers, Susan D. Witt, David Witt; Department Chair, Sue Rasor-Greenhalgh; Dean of the College, James M. Lynn; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Fogle, Evelyn Wright. "Language socialization in the internationally adoptive family identities, second languages, and learning /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/460562377/viewonline.
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Hersh, Matthew A. Hussong Andrea M. "The impact of observed parental emotion socialization on adolescent self-medication." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1607.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.