Parenting,Uncertainty, and Expert Advice: How Privileged American Families Work with Private Counselors in Their Children's College Race

This article uses privileged families who hire Independent Educational Consultants (IECs) as an instance to examine how privileged parents collaborate with individuals whom they consider educational experts to support their children in the college race. We argue that advantaged parents' anxieties about their children have created a market for IECs who provide expert advice in order to mitigate the uncertainties that these parents experience and to manage various goals that they want to achieve at an important turning point in their children's lives. Drawing primarily on interviews with parents who work with IECs, we introduce the concept of “collaborative cultivation” to analyze the processes whereby advantaged parents rely on the expertise and expert status of private counselors to cope with their and their children's vulnerability in the college race while at the same time preparing their children for the unknown future. The parental method of “concerted cultivation” reveals how elite parents rely on individuals they perceive as experts to establish “bridges” between their own social worlds and the academic worlds that appear to beyond their control. This bridging labor points to the myriad cultural beliefs enacted to justify the child‐rearing goals that privileged parents wish to accomplish by working with IECs.     

Healing the Hidden Injuries of Class? Redemption Narratives,Aspirational Proxies,and Parents of Low‐Income,First‐Generation College Students

Existing scholarship has examined how low‐income individuals conceptualize their socioeconomically constrained positions in relation to the meritocratic ideologies and stratified mobility structures of the United States, but little is specifically known about how these individuals' ideas regarding their own status may be impacted by raising children who surpass their educational and occupational achievement levels. Drawing on interview data from both low‐income first‐generation (LIFG) college students and the parents of those students, this article examines how parents framed the achievements of their upwardly mobile, college‐going children in relation to their own experiences of socioeconomic, educational, and occupational constraint. Engaging qualitative understandings of the “hidden injuries of class,” the analysis demonstrates how parents of LIFG college students reconciled their own experiences of limited mobility despite hard work with their steadfast beliefs in meritocratic ideals by (1) invoking narratives of personal “redemption” from past “mistakes” or “failures” in relation to their children's educational accomplishments, and (2) conceptualizing their upwardly mobile children as “aspirational proxies” through whose accomplishments they measured their own success.     

Why Parents Pay for College: The Good Parent,Perceptions of Advantage,and the Intergenerational Transfer of Opportunity

This article asks how parents think about the cost of a college education for their children. Based on data from more than ninety in‐depth interviews with upper‐middle‐class parents and children, it is clear that grooming children for college and then paying for their education is intimately linked with ideas about being a “good parent.” We present data on three related aspects of parents' consciousness about paying for college. First, data are presented on how parents view the benefits of college for their children. Second, data illustrate how parents think about the obligations associated with paying. Third, we report on what parents expect in return for their efforts and expenditures. Data also indicate that parents' views are contingent on their perceived ability to pay for the increasing costs of higher education. We conclude by considering how the implicit contract between upper‐middle‐class parents and children may change as new economic and structural uncertainties increase parents' anxieties and challenge their abilities to see themselves as good parents.     

Being responsible and responsible beings: children's understanding of responsibility

Responsibility is a key concept in policy and public debate about the lives of children and families. On the one hand, parents are assumed to take responsibility for children's well‐being; on the other, children and young people are blamed and frequently punished for “irresponsible” or anti‐social behaviour. The article deconstructs the concept of responsibility from children's perspectives. Data are taken from a pilot study of 29 children aged nine and 10 in the East Midlands, England. In‐depth interviews revealed that children assume a series of responsibilities in the home and that these are understood as an inevitable and “normal” part of daily life. Children also described the basis of “being responsible” as underscored by two core values (honesty and fairness) and indicated that responsibility was a crucial part of their moral worlds. These moral understandings were, however, malleable. They were particularly mediated by the child‐parent relationship and were constantly being negotiated and renegotiated in the home.     

“They will go like I did”: How parents think about college for their young children in the context of rising costs

Rising college costs and student loan burdens have triggered national debates about whether a college degree is “worth it.” Parents raising children in the midst of these debates may be evaluating the value of a college degree relative to its costs and adjusting their educational expectations for their children, shaping future generations' socialization toward college. In this context, it is unclear how theoretical models on college attendance decision-making perform in explaining parents' thoughts about college for their children. This qualitative study elicited early perspectives on college through in-depth interviews with 37 parents of kindergarten children from one school district in a mid-sized, Midwestern city. Almost unanimously, lower-income parents with some college education saw a college degree as a catalyst of their children's upward mobility, though very few thought they could help their children afford college. Higher-income parents more often expressed doubts about pursuing a college degree or the value of that degree acquired with debt.     

Privileged American Families and Independent Academic Consultants They Employ

This article focuses on how economically advantaged families hire independent educational consultants (IECs) to help them navigate the college application process. We argue that the help provided by IECs embodies the marketization of emotional and relational mediation that many privileged families pursue during times of great anxiety. We offer the concept of “family mediator” to illustrate the relationship between parents, children, and the IECs whom these families employ. First, this article will chronicle why many advantaged parents feel apprehensive about their children's application to college and how they decide to turn to IECs for help. Furthermore, we will demonstrate how privileged parents, especially mothers, rely on IECs to assuage their feelings and emotions. Finally, we will examine how IECs enable parents and children to avoid conflicts and sustain connections to each other. Nevertheless, we find that resorting to IECs as emotional and intergenerational mediators may not always work. Some parents and children occasionally resist the mediation provided by these IECs, just as a few IECs are unwilling to work as the bridge persons in these privileged families in order to protect their professional reputation and boundaries.     

“We Don't Know How to Do This”: Rural Parents' Perspectives on and Roles in Enrollment at a Private,Selective Liberal Arts College

Rural youth trail their non-rural counterparts in college enrollment and attainment, especially for degrees from selective schools; these gaps further spatial inequality in the United States. Much research has focused on rural parents as impediments to rural college-going: many rural parents did not attend college, and their educational aspirations for their children are lower than those of urban parents. However, every year, thousands of rural students do head to college, even to selective schools, and little is known about their parents' influence on their enrollment. This qualitative study focuses on rural parents without a bachelors degree, investigating the roles they play in their children's aspirations and enrollment at a private, selective liberal arts college and examining their perspectives on this type of school. The results suggest that parents are an important source of social capital, supporting aspirations and enrollment. They also show that these parents see a liberal arts education as a path to a remunerative and rewarding career, and, in supporting their children's college choice, they value factors—financial aid, proximity, and a welcoming school culture—that mitigate the social, cultural, and moral boundaries separating home from college.     

Class Origin and College Graduates' Parenting Beliefs

Previous studies have documented relationships between parenting beliefs and social class. Few studies, however, have examined how parenting beliefs vary among those who share a class position. Drawing upon interviews with 54 college graduates—27 parents with working‐class origins and their 27 spouses with middle‐class origins—I show that heterogeneity in college‐educated parents' beliefs cohered around class origin. Specifically, ideas of children's education and time use related to class origin, though ideas of how to talk with children did not. I discuss the implications of these findings in terms of cultural reproduction, cultural mobility, and intergenerational inequality.     

Talking or Keeping Silent About Parental Mental Health Problems—A Grounded Theory of Parents' Decision Making and Experiences with Their Children

This grounded theory study explored parents' experiences of responding to their children's need for understanding parental mental health concerns. Fifteen parents with severe and enduring mental health difficulties participated in the study. The findings suggest four main social processes that influence parents' talk with their children about parental mental health issues, namely “Protecting and being protected,” “Responding to children's search for understanding,” “Prioritizing family life,” and “Relating to others.” Implications of the findings for clinical practice and future research are considered. In particular, the need for more family‐orientated services where parents experience parental mental health problems is highlighted.     

Changes in Parenting and Youth Adjustment Across the Military Deployment Cycle

This study examined how changes in at‐home parents' mental health and parenting practices related to changes in their children's adjustment throughout the course of a service members' military deployment. Participants included at‐home parents from 114 National Guard families who were interviewed at four different occasions across the deployment cycle. The results revealed changes across the deployment cycle among the following three indicators: parental warmth, depressive symptoms, and children's externalizing behaviors. Changes in parental warmth were associated with changes in children's adjustment. Overall, these findings indicate that during parental separation, at‐home parents' responses to children have important implications for children's adjustment.     

“It Was Like This,I Think”: Constructing an Adoption Narrative for Chinese Adopted Children

Using qualitative survey data from 35 adoptive parents of children from China, I explore the type of narrative parents construct about their child's “abandonment.” Parents tell the story they know best—the child's adoption story—being careful to not overly burden the child with harsh abandonment realities. Most parents opt to tell a dominant narrative, portraying the child's Chinese birth parents as parents who loved their child and struggled with the decision to give up their child pressured by outside forces to do so. Any counternarrative told seems to be for the adoptive parents themselves, not for their children.     

Consequences of Teen Parents' Child‐Care Arrangements for Mothers and Children

Using the nationally representative Early Childhood Longitudinal Study, Birth Cohort (2001–2006; N ?7,900), the authors examined child‐care arrangements among teen parents from birth through prekindergarten. Four latent classes of child care arrangements at 9, 24, and 52 months emerged: (a) “parental care,” (b) “center care,” (c) “paid home‐based care,” and (d) “free kin‐based care.” Disadvantaged teen‐parent families were overrepresented in the “parental care” class, which was negatively associated with children's preschool reading, math, and behavior scores and mothers' socioeconomic and fertility outcomes compared with some nonparental care classes. Nonparental care did not predict any negative maternal or child outcomes, and different care arrangements had different benefits for mothers and children. Time spent in nonparental care and improved maternal outcomes contributed to children's increased scores across domains. Child‐care classes predicted maternal outcomes similarly in teen‐parent and nonteen‐parent families, but the “parental care” class predicted some disproportionately negative child outcomes for teen‐parent families.     

Can preschool socioeconomic composition moderate relationships between family environment and Chinese children's early academic and social outcomes?

Research on primary and secondary school composition has shown that a school's socioeconomic status, as an aggregated and stratified index, has a contextual effect on children's school performance. For Chinese children, preschool is their first formal schooling experience. Preschools are segregated by the enrolled children's socioeconomic status. However, no studies have yet examined the role of preschool socioeconomic status in young Chinese children.Taking family socioeconomic status as the structure index and the home learning environment and authoritative parenting as the process indexes, the current study aimed to examine how preschool socioeconomic status operates independently and moderates the family environment to determine Chinese children's early academic and social development. Data were obtained from 826 children aged 36–74 months from 29 urban preschools in Beijing. Hierarchical linear modeling analyses showed that preschool socioeconomic status significantly directly predicted children's academic skills but not their social skills. Participation in higher socioeconomic status preschools appeared to compensate for the literacy skills of children from a lower family socioeconomic status, and it reinforced the positive effects of authoritative parenting on the children's social skills. These results suggest that the optimal development of young children depends on the “fit” between their family's environmental characteristics and the preschool in which they enrolled.     

Paradoxical Pathways: An Ethnographic Extension of Kohn's Findings on Class and Childrearing

Stratification is a central issue in family research, yet relatively few studies highlight its impact on family processes. Drawing on in‐depth interviews (N = 137) and observational data (N = 12), we extend Melvin Kohn's research on childrearing values by examining how parental commitments to self‐direction and conformity are enacted in daily life. Consistent with Kohn's findings, middle‐class parents emphasized children's self‐direction, and working‐class and poor parents emphasized children's conformity to external authority. Attempts to realize these values appeared paradoxical, however. Middle‐class parents routinely exercised subtle forms of control while attempting to instill self‐direction in their children. Conversely, working‐class and poor parents tended to grant children considerable autonomy in certain domains of daily life, thereby limiting their emphasis on conformity.     

Family Experiences of Competition and Adolescent Performance

The authors examined how mothers' and fathers' feelings of competition at home and work affect their relationships with their daughters and sons using time‐diary data from a national sample of 220 families. Multivariate analyses revealed 3 relationships between parents' feelings of competitiveness at work and home and feelings of competition experienced by their children at school and home: (a) parents' and adolescents' competitiveness varied across home, work, and school—with mothers and fathers reporting similar levels of competition at work but daughters feeling more competitive at school than sons; (b) parents' competition at work was associated with similar activities; however, daughters' and sons' competition at school varied by activities; and (c) mothers' competition was associated with strategies for college enrollment and varied by gender, most notably with respect to daughters' academic progress. The results suggest how parents' competitive disposition may motivate their children's academic performance, especially between working mothers and their daughters.     

What Kind of Mother Am I? Impression Management and the Social Construction of Motherhood

Previous research has examined the use of others as props for impression management (e.g., presidents' use of first ladies), but has left many areas underexplored, including the role of nonadults as important associates. This article focuses on the unacknowledged role of children's appearances in the maintenance of identities and management of impressions for their mothers. Using both participant observation of a playgroup and interviews with mothers of young children, the research described here investigates what these mothers think about children's clothing, mothers' concerns about when—and with whom—to manage impressions, and the impressions these women hope they portray through the physical appearance of their children. In addition to providing insight about these phenomena, the article also discusses responses surrounding the importance of first impressions, differences in meanings attached to children's spoiled appearances, and the sacrifices made in motherhood. Results show that women do use well‐dressed and groomed children to enact and confirm identities as “good mothers” and to protect and enhance their own self‐concepts during the course of everyday social interaction.     

Compliance and Internalization in Preschool Foster Children

Child compliance and internalization are socio-cognitive developmental processes which are critical for children's social outcomes in multiple arenas. These developmental processes are found to be compromised in maltreated children. The current study was designed to add to the extremely limited literature on compliance and internalization in maltreated children in foster care. Compliance and internalization tasks were administered to preschool foster children, videotaped and later coded. Through parent-report questionnaires completed by the foster parents and observations of the foster home, the relation of compliance/internalization to child behavior problems, foster care experiences, and the foster home environment was examined. Findings revealed that most children showed committed compliance, but over 50% of children exhibited “deviation” behaviors in the internalization task. HOME acceptance scores (via observation of parent and child in home setting) significantly contributed to children's compliance levels but did not significantly contribute to their internalization. Internalization was related to children's externalizing behavior problems. These findings are considered in the context of future research and practice with respect to young children in foster care.     

Do Young Mothers and Fathers Differ in the Likelihood of Returning Home?

Building on research examining “boomerang” adult children, the author examines multigenerational living among young parents. Returning home likely differs between young mothers and fathers given variation in socioeconomic characteristics, health and risk taking, their own children's coresidence, and union stability. Using the National Longitudinal Survey of Youth 1997 (NLSY97), the author finds that more than 40% of young parents (n = 2,721) live with their own parents at their first child's birth or subsequently. Mothers are generally less likely to move home than fathers but only when not controlling for child coresidence and union stability. Individuals who live with all their children are less likely to return home, and controlling for child coresidence reverses gender differences, though this association disappears in the full model. Young parents who are stably single and those who experience dissolution are highly likely to return home compared to the stably partnered, with the association significantly stronger for fathers than mothers.     

Children's understandings of rurality: exploring the interrelationship between experience and understanding

Prompted by current debates within rural studies, this paper explores children's understandings of rural New Zealand. Previous research has focused on children as “doers” rather than “thinkers”. This paper reverses this emphasis by exploring children's material and discursive experiences and the ways these are negotiated to develop their understandings of rurality. While it highlights common constructions of rurality based on experiences of agriculture, nature, and recreation, it also illustrates children's varied experiences and understandings of rurality from each other and from adults. This heterogeneity becomes apparent through the examination of individual children's biographies. These reinforce the importance of making room to consider children individually and with regard to their own personal context—that is, to enable the complication of academic/adult understandings of rurality.     

Space invaders: the negotiation of teenage boundaries through the mobile phone

Drawing on interview data, this paper explores the area of child/parent negotiation. Specifically, we examine the increasing significance of the mobile phone in the way teenagers negotiate spatial boundaries with their parents. Utilising theories of time and space, especially Giddens’ concept of ‘distanciation’, we show how parents and their children use the mobile phone as a tool for negotiating curfews in public space, thus extending household discussion and negotiation outside of the home. We point out that parents are using the mobile phone to enter their children's time and space as an ‘absent Other’, and see this as a means of extending parental authority and control. Children, conversely, see themselves gaining a degree of empowerment from the mobile phone, as parents are more lenient with curfews if they posses one. The mobile phone, then, has become an important facilitator of negotiations between parents and teenagers regarding boundary setting. We conclude that the mobile phone has enabled teenagers to gain increased leverage in their negotiations with their parents, but underline that parents still hold control and authority by ‘invading’ their children's space.