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Dissertations / Theses on the topic 'Parental identity'
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Finkeldey, Jessica Grace. "Parental Incarceration, Identity, and Adult Children's Antisocial Behavior." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498737646793808.
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Delmore-Ko, Patricia Michelle. "Developing a parental identity, expectations about parenthood and descriptions of self as parent." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53491.pdf.
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Dearden, Georgina Eleanor Mary. "Transwomen's memories of parental relationships : an interpretative phenomenological analysis." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4518.
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This project presents an in-depth idiographic study of how a developing Transwoman identity impacts upon parental relationships in childhood and how these relationships impact sense of self and later relationships. Semi-structured interviews were conducted with six Transwomen and Interpretative Phenomenological Analysis applied to the transcripts. Two major themes emerged: the struggle to belong and the complex journey to becoming me. The theme the struggle to belong consists of six super ordinate themes: the disappointing feminine me, trying to belong, the unacceptable me, disconnection from others and self, the struggle in new relationships, and the influence of context. The second major theme, the complex journey to becoming me, comprises two super ordinate themes: the complexity of realising me and reconnection while still being me. The results are mainly discussed using theories of Parent Child Connectedness (PCC) and psychological autonomy. Areas for future research are highlighted. This study provides a valuable insight into the complex experience of negotiating a transsexual childhood which will be useful for professionals working with people with gender identity issues.
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Quinn, Keelan. "Urban Adolescents' Experiences of Parental Unemployment." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1482445377984411.
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Servaty, Heather L. "Identity Status and Adjustment to Loss Among Adolescents." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278146/.
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The purpose of the present investigation was to explore the relationship of the adolescent experience of parental death to the variables of identity formation, adjustment, and coping. The inclusion of adolescents who had experienced parental divorce and those who had not experienced either loss condition allowed for group comparisons.
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Milliken, Patricia Jane. "Redefining parental identity, a grounded theory of caregiving and schizophrenia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/NQ29081.pdf.
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Stark, Bridget Ann. "The construction of identity within a context of parental alcoholism." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02102005-141621.
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Angawi, Halla F. "Parental native language proficiency: Implications for ethnic identity in biculturals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2758.
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This study focuses on the impact of parental native language proficiency on the ethnic identities of 30 biculturals. By completing a questionnaire, the individual's father's and mother's native language proficiencies are measured, as well as the salience of both of the individual's ethnicities. Approximately 43% of the participants are more proficient in the parental native language that corresponds to their salient ethnic identity, 23% identify with the ethnicity that corresponds to the less proficient native language, and 33% identify equally with both their parents' ethnicities, are equally proficient in their native languages, or both. The main implication of the study is, that language is an important but not sufficient ethnic identity marker. The results suggest that the salient ethnic identity is likely to be that of the more proficient parental native language. Other factors such as the father-figure effect, country of residence, multilingualism, and age are also determined influential.
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Harker-van, Heerden Marsha. "The effect of parental involvement on the identity styles of adolescents." University of the Western Cape, 2018. http://hdl.handle.net/11394/6902.
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Magister Artium - MAAdolescence is a phase when youth engage in risk-taking behaviour, which could result in poor physical and psychological adjustment. Risk behaviour is a result of poor decision- making. Decision-making is associated with exploration and commitment, also referred to as identity styles. During the phase of developing an identity style, parenting is challenging; however, research reveals that parental involvement, as well as a more positive approaches to parenting, have been observed to influence child behaviour and outcomes. For parenting and identity styles, this is not very clear. Therefore, the aim of this current study was to assess the effect of parental involvement on the identity styles of adolescents. The study employed a quantitative, cross-sectional, correlational research design. The respondents were conveniently sampled. The final sample was Grade 10 learners in the Metro East Education District, with a mean age of 16.01 (SD=1.04). Data were collected through a self-reported questionnaire, which comprised three parts: demographic details of participants, Parent Involvement Mechanisms Measure, and Identity Styles Scale. Data were analysed using the Statistical Package for the Social Sciences (SPSS). The results revealed that informational identity style was the most prevalent identity style, which was significantly and positively predicted, with 18% of variance. For mothers, maternal modelling and maternal instruction significantly predicted the informational style. For fathers, paternal reinforcement significantly and positively predicted commitment style, with 14% of variance. Recommendations are provided based on the findings of this current study.
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Bosch, Leslie Ann. "Financial Identity Formation: The Role of Perceived Parental SES, Parental Financial Communication, Formal Education, Work Experience, Attitudes, Subjective Norms, and Perceived Behavioral Control." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293357.
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Young adulthood is a crucial period for identity development, and an unclear sense of identity has been associated with deleterious psychological and social outcomes (Kroger & Marcia, 2011). Young adults have also identified self-sufficiency, including financial independence, as an essential aspect associated with attaining adulthood (Arnett, 2000). However, current realities such as global economic uncertainty and a shift toward greater personal responsibility for financial security may threaten the successful attainment of these essential goals (Furstenberg, Rumbaut, & Settersten, 2005). Hence, I explored identity formation (Erikson, 1950, 1968) in the domain of finance. Four socialization factors (perceived parental SES, parental financial communication, formal financial education, and high school work experience) and three beliefs (attitudes, subjective norms, and perceived behavioral control) were used to predict financial identity (achievement, foreclosure, moratorium, and diffusion) in a sample of college students (N = 2,098) who were surveyed at two time points approximately 2.5 years apart. Four models were tested using structural equation modeling (SEM). First, using crossectional data, I tested the extent to which socialization factors and financial beliefs predicted financial identity. I found support for 79% of the hypothesized associations between the variables. Second, using crossectional data, I examined the degree to which financial beliefs mediated the association between socialization factors and financial identity. Findings indicated that financial beliefs partially mediated the association between parental financial communication and financial identity. Third, using longitudinal data, Time 1 (T1) socialization factors and T1 beliefs were used to predict Time 2 (T2) financial identity. As expected, T1 financial identity was the most robust predictor of T2 financial identity. After controlling for T1 financial identity, T1 variables were most predictive of changes in T2 foreclosure: Increases in foreclosure were predicted by perceived parental SES, parental communication, formal education, and subjective norms. Finally, T1 financial beliefs were allowed to mediate the association between T1 socialization factors and T2 financial identity. I found no evidence of mediation using longitudinal data. Findings from this study suggest that identity formation within the financial domain is consistent with identity formation in other recognized identity domains.
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Hanawahine, George L. "Ethnic identity as a moderator in the relationship between parental monitoring and deviant peer affiliation /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153788.
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Thesis (Ph. D.)--University of Oregon, 2004.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 100-109). Also available for download via the World Wide Web; free to University of Oregon users.
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Swart, Sarah Kerpelman Jennifer L. "Adolescent action-taking associations with identity style, possible selves, and parental support /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/SWART_SARAH_54.pdf.
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Colt, Sharie Lee. "Impact of parental attachment on identity and self-acceptance in homosexual males." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2051.
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Scarbecz, Mark. "Parental influence on the educational expectations of high school students: A role identity model." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185474.
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Status attainment research has shown that there is a positive association between the educational expectations of parents and their children. Survey data from a nationwide sample of families was used to examine the effects of social structural conditions and patterns of family interaction on parent-child agreement on educational expectations, an indicator of parents' ability to influence their child's expectations. Agreement was hypothesized to be greatest in white families, in families where parents had high levels of education, and among parents and daughters. Empirical results showed that girls were more likely than boys to have expectations above those of their parents. Parents with at least four years of college were more likely to agree than less educated parents. Minority adolescents were also less likely to agree; this effect was not explained by racial differences in parents' education. The quantity and quality of parental defining behaviors, or effort, were also expected to be positively related to agreement. Concrete forms of parental effort fulfilled these expectations. The greater efforts of well educated parents and parents of daughters helped to explain gender and class differences in agreement. Despite minority parents' greater efforts, their children remained less likely to agree. Alienated adolescents were predicted to be more likely to have expectations below those of their parents. Adolescents whose extra-familial roles were more salient than their familial roles were also expected to be less likely to agree. Both hypotheses were supported. This study contributes to status attainment research by showing how social psychological and social structural factors jointly affect a crucial link in the process: parent-child agreement on educational expectations. Future research should seek to disentangle the effects of these processes, and explain why persistent race differences in agreement exist.
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Carroll, Kathleen M. "Adolescent development and parental alcohol use patterns /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135518/.
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Hoover, Heather Marie. "Growing Up Faulkner: Coming of Age, Identity, and Parental Responsibility in Three Faulkner Families." [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/864.
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Thesis (M.A.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0319104-125822. Includes bibliographical references. Also available via Internet at the UMI web site.
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Zhang, Qian. "Of Inter-cultural Identity and Parental Expectation: the Case of Children's Overseas Youth Programs." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428629194.
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Klein, Alexandra. "Telling our stories perceptions of parental conditional regard and their effects on narrative identity and well-being /." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1004.
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Malave, Guillermo. "Hispanic Parents: A Sociocultural Perspective on Family, Ideology, and Identity." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193933.
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This dissertation presents a qualitative study that features in-depth interviews conducted in homes and the application of critical discourse analysis (CDA) to understand the discourses of Hispanic parents. Observing moments of dialogue between parents and children who participated in some interviews served to understand how parents attempted to influence their children's development of beliefs and values about language and identity. The study examined transcripts of narratives produced by Hispanic parents in 12 families in Arizona and Iowa, most of them immigrants from Mexico whose children were attending primary grades in two public schools. The purpose of the study was to understand the ideological dimensions of parental involvement in education and their socialization practices.The theoretical framework can be described as a sociocultural approach to family, identity and ideology, combined with a critical perspective on language socialization. This sociocultural framework is influenced by Vygotsky's (1927/1997) cultural-historical theory, which provided the lens to look at the cognitive aspects involved in the reproduction of ideologies, and by diverse versions of CDA as formulated by other scholars, such as Fairclough (1995), Gee (2004), and van Dijk (1998). CDA was used to analyze conversational storytelling and argumentation about controversial topics such as bilingual education, the maintenance of Spanish as heritage language, identity, English-only instruction, and official English movements in US. This approach (CDA) was particularly useful to examine texts with reported speech to understand the representation of other people's discourses and of the groups they represent.The findings provide insights into experiences that would affect children's motivation to learn and use Spanish and English, paying attention to processes of ideological influence from diverse sources upon parents' and children's beliefs and attitudes toward those languages. This study has implications for language and educational policies because its findings inform educators about parents' experiences and their perspectives on the education of language minority students. The study is useful to understand not only the parents' perspectives on the education of Hispanic children, but also the ideological dimension of parental involvement in education, especially when the latter includes language socialization of their children towards promoting the development of bilingualism and biliteracy.
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Butterfield, Jonniann. "The impact of legal inequality on power dynamics and parental identity in planned lesbian families." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-04152010-210502.
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Thesis (Ph. D.)--Florida State University, 2010.Advisor: Irene Padavic, Florida State University, College of Social Sciences, Dept. of Sociology. Title and description from dissertation home page viewed on July 21, 2010. Document formatted into pages; contains vi, 86 pages. Includes bibliographical references.
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Davies-Ostrom, Megan Myfanwy. "Doing our best, agency, identity, and morality in parental narratives and understandings of children's bodies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57985.pdf.
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Carroll, Kathleen. "Adolescent development and parental alcohol use patterns." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38972.
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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.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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Hawes, Nicholas E. "Parental Strategies of Normalization in Account Giving for Child Behavioral Issues." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313688554.
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Mashegoane, Solomon. "Identity status development in the South African context : Relations with defenses, narcissism, parental attachment and ego strengths." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/839.
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Thesis (Ph.D. (Psychology)) -- University of Limpopo, 2012The identity status paradigm (ISP) is probably the most common theoretical model used to study identity development. It originates from Erikson’s (1950/1977) psychosocial theory, which, in turn, is historically rooted in the psychoanalytic perspective. The ISP postulates predictable relationships between each of the identity status categories and various intrapersonal and contextual variables. The applicability of the ISP in the South African context is tested in this study. A student sample was drawn from a predominantly African university, and was assessed for identity development over a period of three consecutive years (Ns = 394, 96 & 60, for years one, two and three, in that order). Participants were initially classified into the four identity status categories of Achievement, Moratorium, Foreclosure and Diffusion. The impact of gender and age on identity status development was investigated. The association between defenses and the identity statuses was also determined. Thereafter, identity statuses, in conjunction with defenses, narcissism, and parental attachment, were related to the ego strengths of Fidelity and Love. The results suggest that generally there is no relationship between the sets of variables in this particular sample. The results are discussed in relation to existing literature, and the issue of the appropriateness of the theory and/or the measures in the present sample is raised. Key terms: defense, ego strength, identity status, narcissism, parental attachment
the Norwegian Programme for Development, Research and Education (NUFU),
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Fearnley, Rachel F. "A lonely place to be : children's experiences of living with a parent who is dying." Thesis, University of Derby, 2010. http://hdl.handle.net/10545/231352.
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The following research has explored children's experiences when living with a parent who is dying. The findings provide substantial evidence that these children frequently experience a conspiracy of silence which is orchestrated and managed by the adults in their lives. The findings have evidenced that children are not typically included in information exchanges about their parents' illnesses. This creates feelings of powerlessness and a barrier to `making meaning' of their current experiences. Exclusion from appropriate and meaningful discourses results in them being unable to develop narratives that are consistent with the peripheral information they are receiving, and which cause them to question their identity and the construct of their family. However, the research has also shown that when children are included in conversations about their parents' illnesses, they generally have a more sophisticated understanding of what is happening and are cognitively and emotionally better able to cope. The quality and quantity of information that is shared with children of terminally ill parents affects their ability to assimilate what is happening which in turn impacts on their management of, or in many examples, their failure to manage the situation. This thesis explores strategies employed by children in their attempt to begin to make meaning from what is happening and to manage the situation. The research highlights that these children experience a number of transitions, changes and challenges. Changes in family routines and the shift from the known patterns of family life to a chaotic and unsafe world often present these children with unprecedented challenges that can severely affect how they manage the experience and how they begin to make meaning from what is happening. Within the thesis I argue that children experience a form of `social death' where previously known social activities and contacts are curtailed because of parents' illnesses. The concept of `social death' reflects their increasing isolation from a `normal' social world which intensifies feelings of difference and causes further questions about identityThe thesis builds on the work of Walter (1996) suggesting that not only is there a `last chapter' to be written following the death, but that children with terminally ill parents are also critically involved in writing a `penultimate chapter' during the latter phases of their parents' illnesses. This `chapter' forms the narratives that accompany this challenging and rapidly changing time in the children's lives. The `writing' of the chapter provides, in part, a framework for the children to construct their biography and consequently develop an understanding of what is happening. However, when they are not included in conversations about the illness the `writing' of the chapter can be severely compromised thus causing them to write an inaccurate account and create incongruent narratives
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Clarke, Louise. "Coping with parental loss during young adult development : the search for meaning and reconstruction of identity." Thesis, City University London, 2008. http://openaccess.city.ac.uk/8710/.
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The aim of the present study is to explore the motivational factors of Hong Kong vocational students in learning English. A qualitative case study approach was employed with a combination of surveys with self-completion questionnaire, semi-structured interviews and diary notes. The research, which was carried out in two phases from September to June 2005-6 in one academic year, had the objective of examining whether there was any change of motivation for learning English. Ten students from a vocational institute were selected for the interviews, each were interviewed twice. They were also invited to write diaries, and to record their daily English activities. The data collected were used to triangulate with the interview findings when analyzing the results. The study was initiated by students’ differences in learning attitudes and the variations in their standard of English. Research on motivation for, and attitudes towards learning English reveal that instrumental and intrinsic motivations often apply to secondary school and tertiary-level learners, but prior to this study the research did not extend to vocational students in Hong Kong. The findings show that vocational students not only have strong instrumental motivation for learning English but also have intrinsic motivation. It was apparent that in the process of their learning English, participants regarded English as a functional language which was tied up with their career. This finding is the same as that of previous research on attitudes towards learning English of Hong Kong students. In addition, vocational students’ motivation for learning English was found to be influenced and encouraged by many factors, particularly significant others, such as parents. The present study will enable English teachers to have a greater understanding of vocational students’ motives for learning English. This could help to improve teaching strategies, teaching materials and language policies; and, thus, enhance more effective learning of English in the vocational setting of Hong Kong.
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Soto, Janet Ruth Kerpelman Jennifer L. "Adolescent romantic relationships comfort with intimacy, parental warmth and support, and exploration of dating partner identity /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1730.
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DeWitt, Amy L. "Parental Portrayals in Children's Literature: 1900-2000." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4884/.
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The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.
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Reed, Kayla. "HOW PARENTAL DIVORCE DURING EMERGING ADULTHOOD GIVES MEANING TO WOMEN’S EXPERIENCES: A PHENOMENOLOGICAL APPROACH." UKnowledge, 2013. http://uknowledge.uky.edu/hes_etds/8.
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This study examined how parental divorce impacts emerging adults’ familial relationships, romantic relationships, and development to build a basis for understanding emerging adult experiences. The participant sample consisted of 8 females between the ages of 19 and 24 (M = 21.6). A qualitative transcendental or psychological phenomenological research method was used. 90-minute interviews were conducted focusing on romantic relationships, family relationships, reactions and thoughts of parental divorce, and self-perception. NVIVO was used to allow a “bottom-up” design, emergent design, and interpretive inquiry for data analysis. Three themes emerged from the data: impacts of family dynamics, effects of developmental stage, and self-identity and interpersonal relationships. Results are relevant for Marriage and Family Therapists working within a systems perspective, by providing information on how the experience of parental divorce influences emerging adults’ state of homeostasis, as well as beliefs and attitudes about romantic relationships.
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Yarrison, Fritz William. "Normative Vs. Counter-Normative Identities: The Structural Identity Model." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1374252766.
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Stewart, Crissy E. "When Parents Come Out as Parents of Gay and Lesbian Children: A Transformation of the Self." Connect to this title online, 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0418102-160749/.
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Harf-Dubrez, Aurélie. "Les appartenances culturelles des enfants en situation d'adoption internationale : une approche qualitative des perspectives parentales." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H103.
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Les adoptions internationales constituent un mode d'entrée particulier dans la filiation, mettant en exergue tous les questionnements universels touchant à la question de la filiation et forçant à l'élaboration de l'essence même du lien familial.La littérature sur l'adoption concerne principalement le devenir des enfants adoptés, en termes de développement psychologique et d'apparition de troubles psychopathologiques. Au sein de cette littérature, de nombreuses études, principalement anglo-saxonnes, se sont focalisées sur la question de l'identité culturelle des enfants adoptés, soulignant la corrélation entre identité biculturelle positive et forte (culture du pays de naissance et culture du pays d'accueil) et meilleur développement psychologique ultérieur.La notion d'identité culturelle des enfants adoptés est en revanche absente de la littérature française. Pourtant il semble difficile d'occulter la place que vient prendre, pour les parents comme pour les enfants, le pays de naissance de l'enfant et sa culture, ainsi que les conséquences, sur la construction identitaire de l'enfant, de se voir attribuer un statut d'étranger du seul fait de sa différence « visible ». Il semble alors nécessaire de complexifier la question culturelle en s'appuyant, non pas sur des postulats théoriques ou idéologiques, mais sur le discours des familles. Comment les familles appréhendent-elles la question des appartenances culturelles et de l'altérité de l'enfant adopté dans le cadre d'une adoption internationale ? Quels liens gardent-elles avec le pays de naissance de l'enfant et sa culture ? Ce travail de recherche s'inscrit dans une approche méthodologique qualitative et s'est focalisé sur le discours des parents adoptants, l'objectif étant de mieux comprendre leurs positions quant aux appartenances culturelles de leur enfant. 66 entretiens semi-structurés ont été recueillis auprès de parents ayant adopté au moins un enfant dans un autre pays que la France, de façon plénière. Le guide d'entretien explore le parcours de l'adoption, le choix du pays, le voyage dans le pays de naissance de l'enfant, les éléments connus de l'histoire de vie de l'enfant avant l'adoption, les liens au pays de naissance de l'enfant, à sa culture, les éventuelles expériences de racisme et de discrimination vécues par l'enfant. La méthode d'analyse du contenu des entretiens est une méthode qualitative, phénoménologique : l'Interpretative Phenomenological Analysis.Les résultats de ce travail s'articulent autour de trois publications.Une première publication consiste en une revue de la littérature sur le concept d'identité culturelle chez les enfants en situation d'adoption internationale.La deuxième publication décrit les positions parentales retrouvées dans notre étude, quant aux liens gardés ou non avec le pays de naissance de l'enfant et sa culture, positions mises en évidence par l'analyse phénoménologique des entretiens. Trois grands types de représentations parentales sont retrouvés.Enfin une troisième publication met en évidence la présence, dans plus de la moitié des entretiens, d'expériences difficiles et violentes pour les parents, potentiellement traumatiques, au moment des premières rencontres avec l'enfant lors du voyage dans le pays de naissance. Les conséquences sur la construction des interactions familiales sont discutées.La discussion porte sur la notion de représentations parentales, fil rouge de ce travail, ainsi que sur les modalités de complexification de la question culturelle : à quel point la question de la culture vient-elle porter ou déplacer la question filiative ? En quoi parler de culture peut-il se confondre avec la question de la visibilité de l'adoption ?Ce travail de recherche a des conséquences directes sur la prise en charge et l'accompagnement des familles adoptantes. En effet représentations parentales et interactions familiales sont intimement liées et jouent un rôle déterminant dans le développement de l'enfantInternational adoption is a specific way to belong to a new filiation. Numerous studies have looked at various aspects of the internationally adopted children's outcome. Some studies have sought to show a correlation between the strength of their cultural identity and their psychological development. However the ethnic and cultural identity subject is missing in French research. Furthermore very few studies have examined the adopted children's cultural identity from the adoptive parents' perspective. The objective of this study is to use parents' discourse to explore their representations of their child's cultural belonging.The study includes 51 French parents who adopted one or more children internationally. Each parent participated in a semi-structured interview. The broad topics covered included the adoption procedure, the choice of country, the trip to the child's native country, the child's history before adoption, the current associations with the child's country of birth, the experiences of racism and discrimination. The sample includes 66 semi-structured interviews. The interviews were analyzed according to a qualitative phenomenological method, Interpretative Phenomenological Analysis.The data were published in two original publications and one article has been submitted for publication: The first paper is a review of the cultural identity concept in the population of internationally adopted children.The second paper aims at describing three different parental representations of the child's cultural belonging.The third paper concerns the first parent-child encounters and highlights the difficult, sometimes traumatic experiences made then. We discuss parental representations, and the importance of complexifying the birth culture concept. Is questioning the birth culture replacing questioning the birth parents or even the perceivable physical differences between parents and children? Exploring parental representations of the adopted child enables professionals involved in adoption to provide better support to these families and do preventive work at the level of family interactions
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Sniteman, Stephen B. "Perceived Parental Acceptance Related to Self-Esteem, GPA, Sex-Role Identity, and Substance Use of Adolescents From Intact and Reconstituted Families." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/2376.
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This investigation assessed the relationship between adolescents of intact families and adolescents in reconstituted families with regard to the effects of perception of parental acceptance on the variables of self-esteem, academic performance, sex role identity, and use o f substances. Observed differences between adolescents of intact and reconstituted families from a structural perspective, eliminating process variables, were also examined. Participants included two hundred fifty-six high school students in grades 9 through 12 in an overseas Department of Defense Dependent School (DoDDs) . Questionnaires incorporated the measures of Perception of Parental Behavior Index; Rosenberg's Self-Esteem Survey; The Bern Sex Role Inventory (BSRI); questions on substance use; and self-reported grade point averages (GPA).
Major findings include (1) Adolescents living in an intact family (process variables excluded) evidenced significantly higher GPA scores than adolescents residing in a reconstituted (step-family) situation. However, with regard to the use of substances, sex role identification, and self-esteem, no differences emerged. (2) When the effects of parental acceptance were assessed, differences among adolescents of intact families and adolescents of reconstituted families emerged among the variables of femininity, self- esteem, and substance . In contrast, sex role identification, masculinity , self-esteem, substance use , and GPA were not found to be mediated by perception of parental acceptance. The lack of significant differences in self- esteem and substance use contrasted sharply with the findings among adolescents within intact families. (3) When positive perception of parental acceptance was evidenced across eight distinct family compositions of intact and reconstituted families , as opposed to negative perception, self- esteem score s were highest , irrespective of family structure.
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Burt, Jennifer Mary. "Influences of parental identity and elevated incubation temperature on the survival, development and early life history traits in sockeye salmon." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/35399.
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Pacific salmon experience intense selection pressures during their early development, and offspring survivorship and fitness traits are influenced by both parental and environmental influences. Given that elevated water temperature can critically impact early development, this thesis focuses on how individual spawners within a population influence the variation in offspring responses to thermal stress.
The importance of parentage in assessing temperature effects on fish early life history was first examined in a comprehensive literature review. Only 20% of search-identified studies relating to incubation temperature assessed parental influences, but over 90% of those studies reported significant parentally mediated thermal responses. Research gaps in this area included a paucity of studies on offspring physiological traits (11% of studies), performance traits (2%), and on offspring responses beyond endogenous feeding stages (21%), providing impetus for future experiments. A review of the research on intergenerational temperature effects from adult thermal holding studies was also examined.
Sockeye salmon were used in a cross-fertilization experiment to test the hypothesis that significant variation in offspring responses to embryonic temperature stress could be explained by parental identity. Using gametes from Weaver Creek spawners, 10 offspring families were replicated and incubated at 12, 14, and 16ºC from fertilization to hatch. Offspring families had substantially different survival responses across the thermal gradient (crossing reaction norms), and post-treatment mortality and offspring size reflected persistent temperature and parental influences. Within temperature treatments, substantial variation in embryonic survival, alevin mass, time-to-hatch, and hatch duration was attributable to family identity, and most traits exhibited significant temperature-family interactions.
The same families were reared for three weeks after emergence then subjected to a second experiment assessing swim performance. Swim performance was reduced in fish exposed to the elevated incubation treatments and offspring parentage was found to have a significant effect on fry burst swim time; findings previously undocumented in salmon. Significant temperature-by-family interactions provide further evidence that parental and temperature influences cannot be examined in isolation. In the context of climate change, these findings collectively highlight the importance of family-level variation in influencing future selection within salmonid populations exposed to elevated thermal regimes.
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Collins, Dana Lang. "Perceived Parental Ethnic-Racial Socialization as a Predictor of African American Youths' Racial Identity, Critical Conciousness, and Race-Related Stress." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107279.
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Thesis advisor: Janet E. HelmsAfrican American parents engage in ethnic-racial socialization practices, which may foster their youths’ racial identity and critical consciousness development, each of which may decrease youths’ race-related stress. The few studies that have examined the relationships between African American youths’ perceived parental ethnic-racial socialization practices and their racial identity or critical consciousness have used inconsistent conceptualizations of racial identity. No studies have compared the effectiveness of different kinds of perceived parental socialization practices on critical consciousness development, nor has previous research demonstrated that critical consciousness is related to reduced stress. In the present study, the perceived parental strategies of Cultural Socialization and Preparation for Bias were investigated to determine how they were related to racial identity and critical consciousness development. Also, effects of racial identity and critical consciousness on racial stress were studied. African American youths, ages 18-24 years (N=139), completed a demographic questionnaire, perceived ethnic-racial socialization measures, a racial identity measure, critical consciousness measures and a measure of race-related stress. Multivariate multiple regression analyses revealed that parental Cultural Socialization was related to lower levels of Preencounter (conformity), Post-Encounter (confusion), and higher levels of Internalization (self-actualizing) racial identity statuses, and to critical consciousness dimensions of Critical Reflection and Political Efficacy, but lower levels of Critical Action. Parental Preparation for Bias only predicted Preencounter. Critical Reflection was related to high levels of Cultural Race-Related Stress, was negatively related to Institutional Race-Related Stress, and was not related to Individual Race-Related Stress. Each of the other critical consciousness dimensions was related to higher levels of at least one type of race-related stress, rather than lower levels. Immersion/Emersion was related to high levels of all three types of race-related stress. Implications of the findings are that (a) parental Cultural Socialization strategies may be most useful for promoting racial identity and critical consciousness, (b) parental strategies may encourage all aspects of critical consciousness except political action, and (c) with only a couple of exceptions, racial identity and critical consciousness were related to higher stress
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Boatman, Marcia. "Academically Resilient Minority Doctoral Students Who Experienced Poverty and Parental Substance Abuse." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/133.
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There is a lack of research on the academic resilience of minority, first-generation, online doctoral students (MFOD) who experienced poverty and parental substance abuse (PSA). The purpose of this study was to explore how MFOD who overcame poverty and PSA developed academic resilience. Resilience theory and Kember's model of attrition in online programs provided a conceptual framework for this study. The research questions guiding this qualitative study concerned how MFOD perceive and interpret their academic resilience and protective factors. A purposeful sample of 6 students participated in semistructured interviews. An interpretative phenomenological analysis was conducted, which included a case by case analysis, and a cross-case analysis. Results indicate that academic resilience is perceived as (a) determination, (b) evolving realization of the value of education, (c) paving the way for others, and (d) leveraging strengths to succeed in an online doctoral program. Protective factors are perceived as (a) resilience in adversity, (b) mindset about school, (c) identity resilience, and (d) transformational experiences. The results of this study reveal that the participants learned to see themselves beyond the context of their immediate environments. Positive social change implications include improving existing social policy to aggressively target high-poverty school districts and communities with PSA. More specifically, at-risk minority students would benefit from targeted interventions focused on family engagement in education and school retention.
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Horibata, Jarrett M. "Asian American and Pacific Islander adolescents : the role of parental monitoring, association with deviant peers and ethnic identity on problem behavior /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=0&did=1126788221&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1167245956&clientId=11238.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-113). Also available for download via the World Wide Web; free to University of Oregon users.
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Mulhern, Fiona. "Gender and GCSE mathematics achievement at single sex schools : the effects of attitude, self esteem, sex role identity and parental influences." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268555.
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Howard, Nicol R. "The Influences of Mathematics Self-Efficacy, Identity, Interest, and Parental Involvement on STEM Achievement in Algebra for Female High School Students." Chapman University Digital Commons, 2015. http://digitalcommons.chapman.edu/ces_dissertations/2.
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The purpose of this study was to determine the predictability of STEM achievement in Algebra for female high school students utilizing mathematics self-efficacy, mathematics interest, mathematics identity, and parental involvement. This study employed data from the High School Longitudinal Study of 2009 (HSLS:09/12) which consisted of 3,938 female eleventh-grade participants randomly selected from 944 public and private high schools during the fall 2009 academic year. The results of a hierarchical multiple regression indicated that mathematics identity was the strongest predictor of STEM achievement for female high school students, regardless of race. In spite of this significant relationship, STEM achievement outcomes are impacted by numerous factors. Further explorations of these factors are needed to provide a more accurate model to predict female high school student achievement in STEM.
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Jackson, Karin. "Att vara förälder till ett för tidigt fött barn : en prospektiv studie om upplevelsen av föräldraskap och möten med vården." Doctoral thesis, Örebro universitet, Hälsovetenskapliga institutionen, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-197.
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The present doctoral thesis focuses mainly on the experiences of 20 women and men of becoming and being parents of a prematurely born child and on their perceptions of their contacts with health and medical care services. An additional aim was to investigate the utilisation of health care during the first year of life and its relation to high-risk diagnoses in the neonatal period. Data were obtained by interviews of the 20 sets of parents to infants born at a gestational age of <34 weeks with no serious congenital defects. These parents were interviewed 1-2 weeks after the infant’s birth and at 2, 6 and 18 months of age. The interview texts were subjected to phenomenological and content analysis. Data was also obtained from the records of 36 infants born at a gestational age of <31 weeks and with a birth weight of <1500 g and 36 full-term infants. The records included information regarding contact with health care services including the child health centres (CHCs) and the outpatient clinics of the paediatric and ophthalmic clinics. Finally data from the other two quantitative studies were obtained from three questionnaires: Quality of Care from The Patient’s Perspective, The Swedish Parenthood Stress Questionnaire and The Toddler Behaviour Questionnaire. The result of the studies showed that the utilisation of health care by the very low birth weight infants was higher than that by the fullterm infants in paediatric and ophthalmic outpatient clinics. High-risk diagnoses in the neonatal period did not correlate with utilisation of care except for visits to the paediatric outpatient clinic, especially planned visits. The internalisation of parenthood was described by the parents as a time-dependent process, with four syntheses of experiences – alienation, responsibility, confidence and familiarity. The development and construction of the mothers’ and fathers’ parental identity followed a pattern that could be summarised into three themes: Unexpected start of parenthood, integration of parenthood into the sense of identity and recognition of parental identity. Important turning points in experiences of parenthood often occurred when the infant could be removed from the incubator, when it was discharged from the ward, and when the infant appeared normal compared to full-term infants. The quality of care was judged, from the parents’ and nurses’ perspective. In general the subjective importance of the given care was rated higher than the care actual given in both neonatal care and care at the CHCs. Higher ratings were given to neonatal care compared with the care at CHSs for medico-technical competence. It was also of importance, of both parents, to receive an optimal identity-oriented approach and socio-cultural atmosphere in the neonatal care and the care at the CHSs. High-risk diagnoses in the newborn did not affect the answers. Parental stress of very preterm children, at 18 months of age, did not differ notably from those parents of children born somewhat less premature, but they assessed their children as being rather later in the development of social behaviours. Parents of children who had had a difficult neonatal period were not more stressed when the child was 18 months old than those who had no problems in the neonatal period. In sum, this research project showed that the parents’ expectations and experiences of becoming mothers and fathers in preterm birth was a process of integrating the unexpected start of parenthood into the parents’ sense of identity and their way of being. When the parents developed a relationship with the infant, actively participated in its care on the basis of their own preferences, and received recognition as parents, this process was strengthened. It is therefore important that the professional caring of the staff should meet and involve the natural caring of the parents.
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Nadeau, Patrick Sylvain. "Parental contributions to the early life history traits of juvenile sockeye salmon (Oncorhynchus nerka) : the roles of spawner identity and migratory experience." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31781.
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Pacific salmon (Oncorhynchus spp.) undergo arduous upstream migrations In order to spawn. To date, much scientific attention has focused on why certain migrants succeed in reaching their destination while others die trying. Less is known about how 'successful' spawners differ in the quality of the progeny they produce. Using sockeye salmon O. nerka (Walbaum) as a model, two artificial fertilization experiments were conducted to investigate the relationships between individual salmon and their offspring. In the first experiment, I evaluated survival, size, and burst swimming ability in fry of known parentage (spawners from the Weaver Creek population). After four months of exogenous feeding, fry size remained under significant maternal influence. Paternal identity did not affect size but significantly influenced both egg and fry survival. Burst swimming ability was not affected by parentage and only weakly associated with offspring size. In the second experiment, I evaluated an 'energetic trade-off' hypothesis which proposes that because adults migrate with a fixed energy budget while completing sexual maturation, investments to reproductive development may be impaired by an increase in the costs of swimming to reach spawning grounds. This hypothesis was evaluated by subjecting migrants to two different 'migration difficulties' (i.e. current speeds). Fish in the 'fast' treatment expended more energy than those in the 'slow' and also showed signs of greater physiological stress. However, these differences did not appear to influence allocations to reproductive development in terms of sex trait morphology, ovulation timing, and reproductive hormone levels. Likewise, the survival, incubation time, and size of progeny were not related to the treatments experienced by their parents. These traits were nonetheless influenced by parental identity, with significant contributions from both male and female parents. Regression models showed that offspring size and survival were linked to certain aspects of maternal condition at the time of fertilization, including size, stress, and energy levels.Forestry, Faculty of
Graduate
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Thurston, Idia Binitie. "Help-Seeking and Utilization Patterns among African American and Caucasian Mothers and Fathers: An Examination of Parental Problem Recognition, Barriers, and Beliefs." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1790.
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The underutilization of mental health services is a pervasive problem that persists despite efforts by researchers and interventionists to make treatment accessible. Several factors have been hypothesized to contribute to these underutilization rates including sociopolitical factors (financial and structural barriers), and cultural/familial factors (race, ethnicity, socioeconomic status, gender, age, marital status, attitudes, beliefs, and stigma). The current study set out to explore patterns of child mental health service utilization based on parents' perceptions. Guided by "The Youth Help-Seeking and Service Utilization Model," the relationship between parental problem recognition and willingness to seek formal and informal help as influenced by parents' demographic variables, sociocultural beliefs, experience, perceived need, family characteristics, and barriers were examined. Parental perceptions of problem behaviors in children were examined through the use of 3 vignettes (internalizing, externalizing, and no diagnosis conditions) varying only by child gender. A total of 251 Black and White parents from the community participated in this study. Data analyses involved correlations, t-tests, general linear modeling procedures (including ANOVA, ANCOVA, and multiple regressions), non-parametric tests, and logistic regression analyses. As hypothesized, results revealed that more parents recognized the internalizing and externalizing vignettes as problematic, parents reported stronger intentions to seek help when they recognized a mental health problem, and they were more willing to seek help for a boy with an internalizing problem than a girl. Additionally, perceived severity was related to recognition of both internalizing and externalizing problems. Gender, race, and previous experience were related to parents' recognition and willingness to seek help; with mothers, white parents, and those with more experience recognizing problems and expressing willingness to seek help for an internalizing problem. Finally, perception of barriers and certain beliefs impacted parents' willingness to seek help. The implications of this study with respect to help-seeking patterns for youth will be discussed. In addition, results will be discussed with an eye toward service providers' and intervention researchers' shaping the referral process, keeping families in treatment, and developing strategies aimed at improving problem recognition and help-seeking with eventual goals of increasing actual utilization of mental health services for mothers, fathers, and their children.
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Cook, Lauren Elizabeth. "The Moderating Role of Best Friendships on the Longitudinal Relationship Between Parental Psychological Control and Internalizing Problems, Externalizing Problems, and Identity Exploration in Emerging Adulthood." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7454.
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Parental psychological control has been linked to numerous negative outcomes among emerging-adult children. Given that emerging adulthood is a time for young people to become autonomous, explore their identities, and begin to feel like an adult, controlling parenting that limits these necessary developmental experiences can be particularly harmful to emerging adults. Given this vulnerability, the current study aimed to understand how parental psychological control affects emerging adults' adjustment (i.e., internalizing problems, externalizing problems, identity exploration), explore a moderating factor (i.e., best friendships) that could help these struggling emerging adults, and examine how these relations could differ by parent and child gender. Participants came from four universities across the United States and completed the READY questionnaire online at two time points, one year apart (N = 273, Mage = 20.95). Results revealed that maternal psychological control positively predicted identity exploration for males and best friendships moderated the relationship between parental psychological control and identity exploration for females. No significant results were found for internalizing and externalizing problems. I then discuss conceptual factors that may play a role in understanding the relation between parental psychological control, best friendships, emerging adult adjustment (i.e., internalizing problems, externalizing problems, identity exploration), and gender.
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Bare, Christian. "The Undisclosed Dangers of Parental Sharing on Social Media: A Content Analysis of Sharenting Images on Instagram." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3732.
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Sharenting is a new term used to define the action of parents posting about their children online. Social media provides parents with an easy to use outlet for image distribution to all family and friends that simultaneously archives the images into a digital baby book. While convenient, once publicly posted anyone can gain access to the images of the children. Instagram is a favorable social media channel for sharenting. A popular hashtag on Instagram, #letthembelittle, contains 8 million posts dedicated to child imagery. A set of 300 randomly selected images under the hashtag were coded. Images tended to contain personal information such as the child’s name, age, and location. Communication Privacy Management and Uses and Gratifications theories provided the theoretical frameworks for this study. The results suggested a possibly dangerous pattern of parental oversharing that could negatively impact the child and the child’s safety.
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Boneau, Rebecca Dunnan. "This is Your Brain on Football: Making Sense of Parents' Decision to Allow Their Child to Play Tackle Football." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157613/.
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Parents make decisions on behalf of their children on a daily basis. Some parents in the United States face the unique decision of whether or not to allow football participation for their child at a very young age. Using sensemaking theory, I examined how parents assessed the risks involved in making the decision to allow their child to play tackle football. I interviewed 24 participants in the form of 12 parental couples who had children playing middle school football and coded their responses to identify themes and strategies for risk assessment. Themes that emerged were decision-agency (parent and child agency), risk assessment (downplaying risk, acknowledgement of risk with rationalizations, zero risk assessment), and decision-making concepts (cultural influence, familial identity, social influences, information sources). I expanded on the sensemaking supposition of individual identity by arguing that familial identity can also impact decision-making. A key finding to this study was the typology of parents that emerged including football families-parent agency, hesitant family- parent agency, and child focused family-child agency. The type of family reflected families' reception to community culture, impact of social influence, and openness to information sources. Family type also impacted the risk assessment process and belief of control over outcomes in football participation.
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Bortz, Patrick Robert. "Interrelations of Family Differentiation, Attachment, and Parenting with Identity Development in Emerging Adults." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592601478258601.
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Mas-Moury, Mack Vanessa. "Language attitudes of parents in Irish-medium primary schools in County Dublin." Thesis, Bordeaux 3, 2013. http://www.theses.fr/2013BOR30011/document.
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Cette étude de recherche s’intéresse aux attitudes envers la langue gaélique en République d’Irlande. Le gaélique, tout comme l’anglais, est la langue nationale officielle et est enseignée comme matière obligatoire de l’école élémentaire au lycée. Bien que le nombre de personnes utilisant le gaélique dans la vie quotidienne reste faible, il existe depuis les années soixante-dix une résurgence d’intérêt dans cette langue. Celle-ci se traduit, entre autres, par une demande croissante du nombre d’écoles d’immersion en gaélique, tout particulièrement dans les régions où le gaélique n’est pas pratiqué au sein de la communauté. Cette étude cherche à éclaircir ce phénomène en analysant les attitudes envers le gaélique des parents d’élèves d’écoles primaires d’immersion en zone urbaine, et plus précisément, dans le comté de Dublin. En effet, peu de recherches ont été effectuées sur les attitudes envers le gaélique au sein des familles ayant choisi une éducation par immersion pour leurs enfants.Les personnes participant à cette étude se composent de parents d’élèves avec une expérience plus ou moins longue de l’enseignement en immersion, ainsi que d’enseignants des écoles participantes. Les données recueillies pour cette étude proviennent d’un questionnaire auto-administré ainsi que d’entretiens suivis.La question sur la motivation des parents à choisir un enseignement en immersion est centrale au thème des attitudes envers le gaélique, puisque dans ce contexte, l’anglais est la seule langue utilisée dans la communauté ainsi que dans la plupart des foyers. Les résultats d’analyse révèlent que les parents participant ont choisi ce type d’éducation car ils considèrent d’une part que le gaélique est un marqueur d’identité culturelle voire ethnique pour certains, et d’autre part qu’il permet d’acquérir du capital culturel. En effet, les participants s’intéressent de près à la qualité de l’éducation de leurs enfants et valorisent le bilinguisme additif. Ainsi, ils attribuent au gaélique une valeur culturelle importante. Cette étude montre également que les parents d’élèves ont une attitude positive envers la langue gaélique. Ceci s’explique de par leur enclin naturel mais aussi de par leur contact avec ces écoles d’immersion, environnement dans lequel le gaélique est mis en valeur. Cependant, malgré les efforts des parents à intégrer la langue gaélique à la maison ou dans les activités récréatives de leurs enfants, ce milieu ne semble pas être déclencheur de pratiques bilingues au sein de la famille. Néanmoins, cette étude indique que les écoles d’immersion favorisent la création de liens entre quelques familles communiquant entre elles en gaéliqueThis study explores attitudes towards the Irish language in the Republic of Ireland. The Irish language—alongside with English—is the national official language and is taught in school as a compulsory subject from primary school through to the end of secondary level. Despite the low percentage of daily Irish-speakers in the country the demand for Irish-medium education as an alternative means of education has been growing since the 1970s, especially in English-speaking areas. This current study focuses on the language attitudes of parents whose child attends an urban Irish-medium primary school in County Dublin and analyses the reasons for choosing such an education. Although there has been a considerable number of research studies conducted on language attitudes towards Irish in the Republic of Ireland, very few have recently concentrated on families involved with Irish-medium education. Participants included parents with both short term and long term experience with immersion education through Irish. The main research instruments included a self-administered questionnaire and follow-up interviews with a sample of questionnaire respondents as well as teachers from the participating schools. One of the main focuses of this study is parental motivation for sending their child to an Irish-medium school. Results reveal that participants selected such education for their child for two main reasons: identity and cultural capital. Firstly, most participants regarded Irish as a strong cultural identity marker while others also considered the language as a strong marker of ethnic identity. Secondly and most importantly, participants expressed a strong interest in both education and additive bilingualism thus attributing a high cultural value to the Irish language. Findings also show that participants have very positive attitudes towards the Irish language. This is mainly due to their natural favourable disposition to Irish but also to their exposure to the Irish-medium school environment which tends to enhance this positive attitude. But despite participants' efforts to include some Irish in their child's life, either during recreational activities or at home, self-reports did not indicate the emergence of bilingual families. However, there is some evidence that the school facilitates the creation of Irish-speaking social networks between a few families
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Rannou, Pauline. "Sociolinguistique de la surdité, didactisation de la pluralité linguistique : parcours de parents entendants en France et regards croisés sur la scolarisation des élèves sourds : France - États-Unis." Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20045/document.
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Le dépistage néonatal de surdité rendu systématique en maternité depuis 2014 est venu modifier considérablement le diagnostic puis l’annonce aux parents. Cette recherche a pour objectif d’étudier les représentations et les parcours de parents entendants d’enfants sourds, à partir du dépistage de surdité, jusqu’au diagnostic, à l’annonce, puis aux « choix » de communication et de scolarisation. Un deuxième volet développe les programmes de scolarisation mis en place pour les enfants sourds en France, et particulièrement le Pôle d’éducation pour les jeunes sourds (PEJS), créés en 2017, qui viennent répondre au principe d’inclusion en milieu ordinaire, tout en offrant la possibilité d’une scolarisation en accord avec les choix linguistiques de la famille. Au total, soixante-et-un entretiens ont été menés. Pour moitié auprès de familles dont les enfants sourds ont aujourd’hui entre six et dix ans, et auprès de personnes sourdes adultes communiquant en langue des signes et à l’oral vocal. Ces différents témoignages croisés donnent à voir des expériences contrastées et nous ont amené à questionner les notions de handicap, d’identité, de langue et de culture. L’autre moitié concerne les responsables pédagogiques et enseignants d’établissements scolairesaccueillant des élèves sourds en France et dans plusieurs états des États-Unis, d’est en ouest. Ces entretiens et observations ont apporté un regard complémentaire sur les pratiques didactiques à destination des élèves sourds et nous ont amené à proposer des pistes d’adaptations pédagogiques, décrites comme étant peu développées en France selon plusieurs enseignants interrogésNewborn screening of deafness, made systematic in maternity since 2014, came to modify considerably the diagnosis and then the announcement to the parents. This research aims to study the representations and the experience of hearing parents of deaf children, from the screening of deafness, to the diagnosis, the announcement, and the "choices" of communication and education. A second component develops the schooling programs in place for deaf children in France, and particularly the Pole for Education for Deaf Youth (PEJS), created in 2017. The PEJS responds to the principle of inclusion in an ordinary environment, by offering the possibility of schooling in accordance with the language choices of the family. Sixty-one interviews were conducted for this research. Half of them with families whose deaf children are between the ages of six and ten, and with deaf adults communicating in sign language and oral-voice. These different testimonies show different experiences and have led us to question the notions of disability, identity, language and culture. The other half concerns educational supervisors and school teachers who welcome deaf students in France and in several states of the United States, from east to west. These interviews and observations provided additional insights into didactic practices for deaf students and led us to suggest ways of adapting teaching methods, described as being poorly developed in France according to several teachers interviewed
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Pulido, Monica Victoria. "Exploring the values, the attitudes, and the experiences of Mexican-Americans toward education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2279.
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