Relevant bibliographies by topics / Parenting Boys

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Parenting Boys'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Parenting Boys"

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Salim, Rose Mini Agoes, and Melly Preston. "Parenting Styles Effect on Career Exploration Behavior in Adolescence: Considering Parents and Adolescent Gender." Humaniora 10, no. 3 (December 20, 2019): 249. http://dx.doi.org/10.21512/humaniora.v10i3.5803.

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In facing the industrial 4.0 era, adolescents, especially high school students, need to complement their knowledge and skills learnt from school with behaviors that can help their career journey, namely the career exploration behavior (CEB). Referring to the triadic reciprocal determinism theory and gender role in Indonesian culture, this study aimed to examine the effect of parenting styles and gender on CEB. Specifically, this study examined the effect of paternal and maternal parenting styles on CEB in adolescent and compared its effect on boys and girls. Participants in this study were 427 boys and 397 girls with an average age of 17 from nine high schools. Career Exploration Survey and Parental Authority Questionnaire were used to assess participants’ CEB, and paternal and maternal parenting styles. Regression analysis showed different patterns effect of paternal and maternal parenting styles on CEB between boys and girls. For boys, parenting that was found to improve CEB were paternal authoritative parenting and maternal authoritarian parenting, while for girls, parenting that was found to improve CEB were paternal authoritarian parenting and maternal authoritative parenting. These results indicated that boys and girls need different parenting factors from father and mother. Limitation and suggestion are discussed.
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del Puerto-Golzarri, Nora, Aitziber Azurmendi, María Rosario Carreras, José Manuel Muñoz, Paloma Braza, Oscar Vegas, and Eider Pascual-Sagastizabal. "The Moderating Role of Surgency, Behavioral Inhibition, Negative Emotionality and Effortful Control in the Relationship between Parenting Style and Children’s Reactive and Proactive Aggression." Children 9, no. 1 (January 13, 2022): 104. http://dx.doi.org/10.3390/children9010104.

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The principal aim of this study is to explore the moderating role of temperament in the relationship between parenting style and the reactive and proactive aggressive behavior of 8-year-old children. The participants are 279 children (154 boys and 125 girls). To measure reactive and proactive aggression, children completed the reactive and proactive questionnaire (RPQ). Child temperament and parenting styles were evaluated by both parents using the temperament in middle childhood questionnaire (TMCQ) and the parenting styles and dimensions questionnaire (PSDQ). The results revealed that boys with high surgency levels and authoritarian fathers displayed more reactive aggression, whereas behaviorally inhibited boys with mothers who scored low for authoritarian parenting displayed less reactive aggression. Finally, girls with high levels of effortful control and mothers who scored low for authoritative parenting displayed more proactive aggression. The results highlight the value of studying the moderating role of temperament in the relationship between children’s aggressive behavior and both mothers’ and fathers’ parenting styles, and underscores the importance of doing so separately for boys and girls.
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Keown, Louise. "Fathering and mothering of preschool boys with hyperactivity." International Journal of Behavioral Development 35, no. 2 (November 19, 2010): 161–68. http://dx.doi.org/10.1177/0165025410380982.

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This study examined links between paternal and maternal parenting factors and preschool hyperactivity in a community sample. Forty-one hyperactive and 38 comparison boys (aged 47—62 months) and their fathers and mothers were assessed on a range of interview, parent questionnaire, and observational measures of parenting and child behavior. Results showed that less observed maternal warmth, fathers’ self-reported overreactive and less authoritative parenting practices, and less satisfaction with parenting (fathers and mothers) were all significantly related to child hyperactivity, following statistical adjustment for the effects of child conduct problems and maternal age. Lower rates of observed paternal and maternal sensitivity were not significantly associated with preschool hyperactivity, after controlling for child conduct problems and maternal age. Findings highlight the importance of considering the role of both fathers’ and mothers’ parenting in the development of boys with early onset hyperactive and attentional behavior difficulties.
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Bhuiyan, Armina, Md Ziaul Islam, Baizid Khoorshid Riaz, and Md Hamdullah. "Parenting Style and Adolescent Adjustment: Findings of a Cross-Sectional Study in Urban Dhaka." Journal of Preventive and Social Medicine 39, no. 2 (April 25, 2021): 8–13. http://dx.doi.org/10.3329/jopsom.v39i2.53160.

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Background: Adolescent adjustment is associated by parenting style as well as influenced by other factors of life. The objective of this study was to assess the association between parenting style and adolescent adjustment. Methods: This cross-sectional study was conducted among 360 adolescents (180 boys and 180 girls) between 15-19 years selected by systematic random sampling from two institutions. Data were collected by semi-structured selfadministered questionnaire after taking informed written consent. The research was conducted in full accord with ethical principles and by keeping in view of the objectives of the study. Results: Among the students, majority (74.2%) were between 15-17 years. The mean (±SD) of age was 16.66 (±1.108). Regarding parenting style, majority, 40.0% parents followed permissive style, 25.8% and 25.3% followed authoritative parenting. Only 8.9%followed negligent parenting. Majority, 59.7% of the adolescent were well adjusted. Parenting style was associated with adolescent adjustment (p<.01). There was significant mean difference in adjustment between boys and girls showing better adjustment of boys than girls (p<.01). Logistic regression between parenting style and adolescent adjustment showed, adjustment was high (OR=6.3) in permissive parenting. Conclusion: This study showed there is significant influence of parenting style in adjustment of adolescent boys and girls which is related to the adjustment in almost all areas of life. JOPSOM 2020; 39(2): 8-13
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Kingsbury, Mila, Ewa Sucha, Ian Manion, Stephen E. Gilman, and Ian Colman. "Adolescent Mental Health Following Exposure to Positive and Harsh Parenting in Childhood." Canadian Journal of Psychiatry 65, no. 6 (December 13, 2019): 392–400. http://dx.doi.org/10.1177/0706743719889551.

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Objectives: The purpose of the present study was to assess longitudinal associations between positive and harsh parenting in childhood and adolescent mental and behavioral difficulties. Methods: Data were drawn from Canada’s population-based National Longitudinal Survey of Children and Youth (data collected from 1994 to 2009, analyzed 2018). The sample included 9,882 adolescents aged 12/13 years old. Parents self-reported positive and harsh parenting when children were 6/7, 8/9, and 10/11 years old. Symptoms of depression/anxiety, hyperactivity, physical aggression, social aggression, and suicidal ideation were self-reported by adolescents at age 12/13. Linear regression was used to examine the associations between parenting behaviors at each age and adolescent psychiatric symptoms, adjusted for children’s baseline symptoms. Results: Harsh parenting at 10/11 was associated with elevated symptoms of early-adolescent physical aggression, social aggression, and suicidal ideation for boys only, and for all children at earlier ages. Beginning at age 8/9, harsh discipline was associated with elevated symptoms of depression/anxiety for boys only. Overall, positive parenting at age 6/7 was protective against depression/anxiety, physical aggression, and social aggression. Significant sex differences emerged beginning at age 8/9, with positive parenting associated with higher symptoms of depression/anxiety for boys only. Positive parenting at age 10/11 was associated with increased depression/anxiety, physical aggression, social aggression, and suicidal ideation among boys, but decreased symptoms of physical aggression, social aggression, and suicidal ideation among girls. Conclusions: Results suggest that the impact of positive and harsh parenting may depend on age and sex, with harsh parenting being more detrimental to boys as they approach adolescence.
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Ang, Rebecca P. "Dysfunctional Parenting Behaviors and Parenting Stress Among Mothers of Aggressive Boys." Child & Family Behavior Therapy 30, no. 4 (December 8, 2008): 319–36. http://dx.doi.org/10.1080/07317100802483181.

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Hosokawa, Rikuya, and Toshiki Katsura. "Role of Parenting Style in Children’s Behavioral Problems through the Transition from Preschool to Elementary School According to Gender in Japan." International Journal of Environmental Research and Public Health 16, no. 1 (December 21, 2018): 21. http://dx.doi.org/10.3390/ijerph16010021.

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While ineffective discipline can be attributed to authoritarian and permissive parenting styles, little research has examined the role of gender in the association between parenting style and early childhood behavioral problems. Thus, this study aimed to clarify the effects of authoritarian and permissive parenting on children’s externalizing and internalizing behaviors during the preschool-to-elementary-school transition according to gender in Japan. A sample of 1668 Japanese children (853 boys and 815 girls) were followed longitudinally over one-year intervals, and assessed based on parenting styles (the Parenting Scale), children’s behavioral problems (the Strengths and Difficulties Questionnaire), and family characteristics. Multivariate analyses revealed that, when analyzed by gender, authoritarian discipline influenced externalizing problems in boys (β = 0.048, p = 0.047) and girls (β = 0.067, p = 0.023), while permissive discipline influenced externalizing problems in boys only (β = 0.049, p = 0.038). The results document the relationship between family processes and the development of disruptive behavior disorders in children. Support for parents employing such child-rearing styles in early childhood may be effective in reducing school maladjustment.
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Pener-Tessler, Roni, Reut Avinun, Florina Uzefovsky, Shany Edelman, Richard P. Ebstein, and Ariel Knafo. "Boys' serotonin transporter genotype affects maternal behavior through self-control: A case of evocative gene–environment correlation." Development and Psychopathology 25, no. 1 (February 2013): 151–62. http://dx.doi.org/10.1017/s095457941200096x.

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AbstractSelf-control, involving processes such as delaying gratification, concentrating, planning, following instructions, and adapting emotions and behavior to situational requirements and social norms, may have a profound impact on children's adjustment. The importance of self-control suggests that parents are likely to modify their parenting based on children's ability for self-control. We study the effect of children's self-control, a trait partially molded by genetics, on their mothers' parenting, a process of evocative gene–environment correlation. Israeli 3.5-year-old twins (N = 320) participated in a lab session in which their mothers' parenting was observed. DNA was available from most children (N = 228). Mothers described children's self-control in a questionnaire. Boys were lower in self-control and received less positive parenting from their mothers, in comparison with girls. For boys, and not for girls, the serotonin transporter linked polymorphic region gene predicted mothers' levels of positive parenting, an effect mediated by boys' self-control. The implications of this evocative gene–environment correlation and the observed sex differences are discussed.
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Russell, Alan, and Graeme Russell. "Positive Parenting and Boys' and Girls' Misbehaviour during a Home Observation." International Journal of Behavioral Development 19, no. 2 (June 1996): 291–307. http://dx.doi.org/10.1177/016502549601900204.

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The study examined the relations between mother-child and father-child interaction and child misbehaviour during a naturalistic family observation in the home. The families were middle class and nonclinic, and the target child was an eldest boy or girl aged 6-7 years. The main focus was on positive parenting in the forms of warmth/affection and positive involvement with the child. These two forms of positive parenting were negatively correlated with child misbehaviour. Parental warmth/affection was most strongly associated with daughters' misbehaviour, and positive involvement with sons' misbehaviour. The links between parenting behaviours and child misbehaviour rates were similar for mothers and fathers. It was argued that co-operative child behaviour may be associated with positive emotional states arising from positive parenting behaviour. The characteristics of the sample were considered important when assessing the prominence of positive parenting behaviours.
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Jelic, Marija, and Irena Stojkovic. "Parenting influence on social competence in adolescents with and without intellectual disability." Zbornik Instituta za pedagoska istrazivanja 52, no. 2 (2020): 331–78. http://dx.doi.org/10.2298/zipi2002331j.

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Belsky?s theory of differential susceptibility to environmental influences assumes that the very individuals who seem most susceptible to environmental adversity may also benefit most from developmentally supportive rearing. The aim of this study was to examine whether supportive parenting (with parental care) in contrast to unsupportive parenting (without parental care), has greater beneficial effects in adolescents with intellectual disability (ID) than in typically developing (TD) adolescents. The sample included two groups of adolescents aged 12-18: the group of 210 adolescents without parental care (PC), 80 with ID (Mage = 15.59 years; SDage = 1.97; 54% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys) and the parallel group of 206 adolescents with PC, 76 with ID (Mage = 15.57 years; SDage = 1.93; 53% boys), 130 TD adolescents (Mage = 15.03 years; SDage = 1.95; 52% boys). Social competence was assessed using the Social Skills Rating System. Our assumption was confirmed with respect to self-control, cooperation and responsibility, adolescents with ID are more susceptible to influences of parenting status compared with TD adolescents. With respect to externalising problems, our assumption was not confirmed, possibly due to the less supportive parenting environment characterised by more parenting risk factors in families of adolescents with ID. The implications for prevention of externalising problems were discussed in relation to school and family context.
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Dissertations / Theses on the topic "Parenting Boys"

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Carmickle, Justin. "Beautiful Boys: A Novel." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3800.

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A contemporary novel spanning thirteen years in the lives of an Indiana family. A boy enters abusive relationships with men in the belief he does not deserve love, a woman abandons her only son because of her alcoholism, a gay father learns to navigate the line between his personal life and that of being a parent. A story in which a family learns to grow, to mature, to forgive their past mistakes and exorcise the demons that haunt them.
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Greisinger, Judith N. "Exploring reasons for the low number of males in high school parenting and child development classes." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008greisingerj.pdf.

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Dwyer, Kathleen Mary. "Maternal and paternal parenting and girls' and boys' attachment security in middle childhood." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3070.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
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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Duong, Mylien T. "Mediators and moderators in the link between maternal psychological control and peer victimization for Hong Kong Chinese boys." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1447033.

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Park, SuJung. "Developmental Trajectories of Aggression from Toddlerhood to Early Adolescence in Boys and Girls: Exploring Early Predictors and Later Outcomes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7551.

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Early behavior problems, such as childhood aggression, emerge in the second year of life and decrease prior to school entry for typically developing children. However, some children show frequent and persistent aggression and may be at risk for subsequent difficulties that lead to poor school and life outcomes. The current study aimed to identify aggression patterns in children from toddlerhood to early adolescence for boys and girls together and separately. This study also explored early influences on aggressive behaviors at age two, such as mothers’ parenting behaviors, cumulative family risk, and early child characteristics. A range of difficulties in early adolescence were investigated, including poor social skills, low academic success, internalizing problems (e.g., depression and anxiety), and delinquent behaviors. Data from a previous study of 3,000 families and children, the Early Head Start Research and Evaluation longitudinal study, which followed families and children from infancy to early adolescence were examined. Four aggression patterns were found, characterized by changes over time in the amount of aggressive behaviors exhibited, applicable to both boys and girls: low-stable, moderate-decreasing, moderate-increasing, and high-stable. Early parenting and development during toddlerhood discriminated these distinctive aggression patterns. Compared with children in the low-stable group, boys in the moderate-decreasing and high-stable groups, and girls in the high-stable group were less likely to have mothers using positive parenting behaviors. Boys in the moderate-decreasing group and girls in the high-stable group were more likely to show delayed language development. Boys in the moderate-decreasing and high-stable groups were more likely to indicate poor emotional regulation. Moreover, compared with children in the low-stable group, those in the moderate-decreasing, moderate-increasing, or high-stable groups tended to show difficulties in early adolescence, such as lack of social skills, lower academic success, more internalizing problems, and delinquent behaviors. Altogether, young children exhibiting high levels of aggression over time were at the highest risk for later social, behavioral, and academic problems when, at age two, they had mothers with less positive parenting behaviors or when they showed poor language development or poor emotional regulation.
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Krajcer, Martina. "The influence of parenting on the psychological health of adolescents : A study of boys and girls attending second grade of upper secondary school in Stockholm." Thesis, Stockholms universitet, Centrum för forskning om ojämlikhet i hälsa (CHESS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104460.

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Marvin, Christina Leigh. "The unique and interactive effects of parenting processes and child characteristics on the development of relational and physical aggression in early elementary school-aged boys and girls." Wichita State University, 2012. http://hdl.handle.net/10057/5519.

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The present study investigated convergent and divergent parenting antecedents and the unique and interactive effects of child verbal ability and impulsivity--‐inattention on the growth of relational and physical aggression. In an effort to eliminate sources of discrepant findings in the current relational aggression research, the present study employed the use of multiple methods of assessment, and simultaneously measured relational and physical aggression during the kindergarten school year, which represents a key point in development. Results suggest that child gender, verbal ability, and inattention--‐impulsivity all moderated the association of parenting with growth in aggression. Child characteristics moderated the relationship between parenting and aggression in a rather complex manner, and did so somewhat differently depending on the topography of the aggressive behavior. The findings of this study suggest that parenting interventions with both parent and child components may be more effective at reducing rates of child aggression than interventions focused on one of these components alone. While not assessed in this study, growth in relational aggression also appears to be influenced by the peer environment in addition to parent and child factors.
Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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Griffith, Annette K. "An evaluation of Boys Town's Common Sense Parenting behavioral parent training program." 2008. http://proquest.umi.com/pqdweb?did=1597603601&sid=2&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.
Title from title screen (site viewed Feb. 17, 2009). PDF text: 144 p. ; 995 Kb. UMI publication number: AAT 3326857. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Scoular, Douglas J. "Mothers’ "on-line" attributions as predictors of parenting response to nonproblem boys and boys with ADHD behaviour." Thesis, 2001. http://hdl.handle.net/2429/11864.

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Factors were examined that influence mother-child interactions and the choices that mothers make in deciding how to best respond to their children's behavior. A study was conducted employing a naturalistic think aloud method to assess mothers' attributions. The Study included 45 mothers of non-problem sons and 45 mothers of sons with Attention Deficit Hyperactive Disorder (ADHD). Sons ranged from 9 to 13 years of age. Mothers' instructed their sons to perform four separate task behaviors. Each mother was instructed to vocalize her thoughts as she watched her son engage in the task. At task completion, the mother was given an opportunity to provide feedback to her child regarding his task behavior. Each mother's think aloud comments were coded for descriptions of child behaviour and attributions regarding the cause of the child's behavior. In addition, the mothers' feedback comments were coded for quality of praise (Positive, Qualified, Criticism). In comparison to mothers of nonproblem sons, mothers of sons with ADHD were more likely to attribute child success to external factors. Moreover, mothers of sons with ADHD were generally more likely than mothers of nonproblem sons to attribute child failure to factors internal to the child. Hierarchical regressions were performed to examine the contributions of mothers' attributions to predicting feedback to the child above and beyond the contributions from group membership, descriptions of child behaviour and demographic variables. Results indicate that internal controllable stable attributions for success predict positive feedback Discussion of results include limitations of method and possible improvements for future studies.
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Lin, Zihyu, and 林姿妤. "Failing Boys?-Explore the parenting effect on the gender gap of academic achievement." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/88525837959104465591.

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碩士
國立臺北大學
社會學系
100
Boys used to be more advance in academic than girls, but since 1960 the expansion of education, there have some change. From male advance than girls to equal, then reverse in recent years. The reversion has been called “New Gender Gap”. There are a lot of research and books to discuss this phenomenon in U.S.A., but still absence in Taiwan. Except that, some researchers found the gap will be expand when the students were in some weakness. How about Taiwan? Is there the same situation? The explanation for the new gender gap is abundant, and some research had proved parenting can improve children’s academic achievement, and parents tend to give more parenting to boys. The impact is much more for boys than girls, and through parenting that we can reduce the gap between boys and girls. How about Taiwan? Dose the parenting vary with the gender of child? Dose the parenting can significantly reduce the gender gap in academic? This study use Taiwan Education Panel Survey (TEPS) “Wave-1 student questionnaire” as the main analytic data, and we use the “OLS simple regression” as the main analytic method to explore the gender gap in academic and the impact of parenting for boys and girls. The results are: 1. Girls are significant higher in academic achievement than boys, and in all type of family have the same result. 2. Boys are significantly low in academic achievement than girls in single family, and the gap is significantly larger than two-parents family. 3. Parents’ encourage and reward parenting can usefully reduce the gender gap. 4. Parents’ encourage and reward parenting doesn’t change with the gender of children. 5. For academic achievement, the parents’ encourage and reward parenting impact for boys is significant more than girls.
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Books on the topic "Parenting Boys"

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Meeker, Margaret J. Boys should be boys. Washington, DC: Regnery Pub., 2008.

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Bringing up boys. Wheaton, Ill: Tyndale House Publishers, 2001.

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Boys should be boys: 7 secrets to raising healthy sons. New York: Ballantine Books, 2009.

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Teenage boys!: Shaping the man inside : surviving & enjoying these extraordinary years. Colorado Springs, Colo: WaterBrook Press, 2001.

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Beausay, William. Teenage boys!: Shaping the man inside : surviving & enjoying these extraordinary years. Colorado Springs, Colo: WaterBrook Press, 1998.

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The wonderful world of boys. Wheaton, Ill: Tyndale House Publishers, 2003.

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Poser, Caroline B. Snakes, snails, and puppy dog tales: A collection of humorous stories about raising boys. Groton, MA: Sand Hill Publications, 2010.

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How boys become men: Transforming dragon spirit into courageous heart. Benson, North Carolina: Goldenstone Press, 2014.

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W, Herron Ronald, and Father Flanagan's Boys' Home, eds. Common sense parenting: A practical approach from Boys Town. Boys Town, NE: Boys Town Press, 1992.

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Erwin, Cheryl. The everything parent's guide to raising boys. 2nd ed. Avon, Mass: Adams Media, 2010.

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Book chapters on the topic "Parenting Boys"

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Pennington, Leighann. "Engaging Gifted Boys in Reading and Writing." In Parenting Gifted Children, 476–85. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-55.

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Gibbons, Judith L., Erin E. Freiburger, and Katelyn E. Poelker. "Parenting Adolescent Girls and Boys in Guatemala." In Parents and Caregivers Across Cultures, 157–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35590-6_11.

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"Parenting Girls and Boys." In Handbook of Parenting, 215–51. Psychology Press, 2005. http://dx.doi.org/10.4324/9781410612137-22.

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Brown, Christia Spears, and Michelle Tam. "Parenting Girls and Boys." In Handbook of Parenting, 258–87. Routledge, 2019. http://dx.doi.org/10.4324/9780429440847-8.

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"Boys versus Girls:." In Love, Money, and Parenting, 185–214. Princeton University Press, 2019. http://dx.doi.org/10.2307/j.ctvc77fr1.10.

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"Parenting Techniques." In Counseling Boys and Men with ADHD, 135–58. Routledge, 2010. http://dx.doi.org/10.4324/9780203886083-15.

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"CHAPTER SIX: Boys versus Girls The Transformation of Gender Roles." In Love, Money, and Parenting, 185–214. Princeton University Press, 2019. http://dx.doi.org/10.1515/9780691184210-008.

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Rahilly, Elizabeth. "“She’s Just Who She Is”." In Trans-Affirmative Parenting, 37–68. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479820559.003.0002.

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This chapter offers an intimate empirical portrait of the families who make up this study, including how these parents first come to view their children as gender-atypical and, ultimately, as transgender. This material showcases the child-driven nature of this phenomenon, as well as the extension of “feminist” parenting it signals. It also notes important differences across cases, challenging any one simple “profile” for a transgender child. Finally, it highlights the troubles with female masculinity and the “tomboy” epithet—as much as troubles with male femininity and “princess boys”—for parents of transgender children. Overall, the chapter provides a critical empirical foundation for the chapters ahead.
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"3. The Characteristics and Parenting Behaviors of Adolescent Fathers: Stereotypical versus Accurate Portraits." In When Boys Become Parents, 31–54. Rutgers University Press, 2020. http://dx.doi.org/10.36019/9780813545790-005.

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Ibrahim, Celene. "Female Kin, Procreation, and Parenting." In Women and Gender in the Qur'an, 63–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190063818.003.0003.

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This chapter provides a female-centric lens on kinship relations in the Qur’an. It considers Qur’anic depictions of mothers, grandmothers, daughters, and sisters. In addition to many general descriptions of childbearing, childrearing, and parent–child relationships, the Qur’an includes figures that epitomize nearly all of the different constellations of parent–child relationships, including foster mother figures and their sons (Joseph and Moses) and a father figure with his foster daughter (Mary). The Qur’an consistently depicts daughters and sisters as morally upright, while by contrast, it contains multiple narratives of sons and boys who are morally corrupt. Qur’anic narratives depict several female figures leveraging their kinship networks to the benefit of vulnerable male figures in distress. The chapter provides detailed intra-textual analysis of concepts related to female reproduction, including the womb and motherhood.
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