Parents' hopes and expectations for their children's future occupations

Qualitative research has generated important insights into the intersection of social class, parental values and children's experiences of education and their role in the reproduction of inequalities. There has been less analytic engagement with parents' expectations and aspirations regarding their children's future occupations. Such expectations and aspirations have attracted much research and policy interest. Typically, analyses have been quantitative and focused on outcomes for children. Whilst parental expectations are deemed very influential for children's future occupational outcomes, there is relatively little evidence on the shaping of such expectations, or the ways in which future work and occupations are discussed between parents and children. This article reports on an analysis of parents' ideas about their children's future occupations and the contexts in which these ideas accrue meaning. Drawing on primary data from interviews with parents we explore diversity within, as well as across, social classes. First we explore parents' expectations and aspirations for their children's future occupations. Secondly we consider how parents see their own role in shaping such futures. The evidence highlights the salience of parents' own biographies and class backgrounds in shaping their orientations to, and manner of engagement with, their children's futures. Thirdly we briefly explore how parents' expectations and engagement with their children play out in class differentiated ways as their children approach early adulthood.     

Normal Queers: Straight Parents Respond to Their Children's “Coming Out”

This article explores how normative understandings of gender, family, and sexuality provide the foundation for stigma, an avenue out of deviance, and the means by which stigma is perpetuated. Using participant‐observation and interview data from a support group for families of lesbian women and gay men, I examine the destigmatizing identity work with which straight parents responded to their children's lesbian and gay identities. The parents' reliance on conventional understandings of gender, sexuality, and parenting invoked and affirmed heteronormative conceptions of normalcy. This redrawing—and not fundamentally challenging—of the lines defining sexual normalcy left intact systemic logics supporting heterosexist sexual hierarchies.     

Economic Well‐Being in Salvadoran Transnational Families: How Gender Affects Remittance Practices

This article examines how migrant parents' gender affects transnational families' economic well‐being. Drawing on 130 in‐depth interviews with Salvadoran immigrants in the United States and adolescent and young adult children of migrants in El Salvador, I demonstrate that the gender of migrant parents centrally affects how well their families are faring. Gender structurally differentiates immigrant parents' experiences through labor market opportunities in the United States. Simultaneously, gendered social expectations inform immigrants' approaches to parental responsibilities and remitting behaviors. Remittances—the monies parents send—directly shape children's economic well‐being in El Salvador. I find that even though immigrant mothers are structurally more disadvantaged than immigrant fathers, mother‐away families are often thriving economically because of mothers' extreme sacrifices.     

Correlates in Children's Experiences of Parents' Racial Socialization Behaviors

This study examined racial socialization processes among 94 African American parents of third‐, fourth‐, and fifth‐grade children as they were predicted by children's ethnic identity exploration and unfair treatment as well as by parents' ethnic identity and discrimination experiences. Findings indicated that children's ethnic identity exploration and parents' perceptions that their children had been treated unfairly by an adult because of their race were both significantly associated with the frequency of messages to children regarding discrimination (Preparation for Bias). Parents' perceptions of children's unfair treatment from an adult and children's perceptions that they had been treated unfairly by peers were significantly associated with parents' cautions and warnings to children about intergroup relations (Promotion of Mistrust). Moreover, the influence of parents' perceptions on Promotion of Mistrust were especially pronounced when children also reported unfair treatment from adults. Children's identity exploration and unfair treatment were not associated with parents' emphasis on ethnic pride, heritage, and diversity (Cultural Socialization/Pluralism). Thus, findings suggest that parental factors are most central in the racial socialization messages that children receive. However, children's perceptions of discrimination and information seeking regarding their own history appear to have some influence on parental messages about race.     

“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.     

Parents Differentiate Between Their Personal Values and Their Socialization Values: The Role of Adolescents' Values

This study focuses on the differentiation process, involving the emergence of a distinction between parents' own personal values and their socialization values (the values they want their children to adopt), and on the contribution of children's values to their parents' socialization values. Measures of personal and socialization values were administrated to 603 Israeli adolescents and their parents. As we hypothesized, parents differentiate between their personal values and their socialization values. Moreover, adolescents' values had a specific contribution to their parents' socialization values. These findings provide new support to the notion that the socialization process should be considered as the result of the interaction between parents and their adolescent children rather than as a unidirectional process affected by parents alone.     

Nonoffending Parent Expectations of Sexually Abused Children: Predictive Factors and Influence on Children's Recovery

This study examined the influence of parental expectations on the functioning of sexually abused children. Participants included 67 sexually abused youth and 63 of their nonoffending primary caregivers. Parental expectations about how sexual abuse will impact children were predictive of parents' ratings of children's behavior at pretreatment, while parental expectations of children's overall future functioning were not predictive of parents' ratings of children's behavior. Parental expectations about how sexual abuse will impact their children and about their children's overall future functioning were not predictive of parents' ratings of children's behavior at posttreatment. Results highlight the influential role the sexual abuse label has in shaping parental expectations about children's functioning. Recommendations for research and intervention are discussed.     

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.     

IMPLICATIONS OF INTERNET TECHNOLOGY FOR MEDICAL SOCIOLOGY IN THE NEW MILLENNIUM

This research examines how parental heterosexism—negative attitudes toward homosexuals and homosexuality—and other family characteristics relate to the development of children's attitudes toward people with HIV/AIDS (PWA). Attention is directed to the overall relationship between parents’ and children's attitudes and to the potential mechanisms through which these linkages are manifested. Based on social learning theories of childhood socialization, a range of mechanisms is considered, focusing on heterosexist attitudes in parents and communication with children about AIDS. Findings indicate that parental attitudes concerning homosexuals influence children's attitudes toward PWA, implying that there can be negative as well as positive consequences of parents’ beliefs on children's attitudes. The possibility of negative parental effects on children's prejudices toward PWA suggests that in-school HIV/AIDS education at younger ages is more important than previously thought.     

Parental Influence on Child Career Development in Mainland China: A Qualitative Study

Compared with adolescents and adults, there is little research that examines child career development and especially how parents might influence such development. This is especially true in Mainland China, where family life is highly valued. This study used interpretative phenomenological analysis to examine how Mainland Chinese parents influence the career development of their 5th‐grade children. Six superordinate themes were identified from both the children's and the parents' perspectives: responding to career curiosity, influence on career gender stereotypes, emphasizing the importance of education, encouraging independent career decision making, providing opportunities for career interest development, and mothers as career role models. Suggestions are offered for future career development learning programs and research.     

Mothers Raising Daughters: New Complexities in Cultural Socialization for Children Adopted From China

This study examined the process of cultural socialization among 6- to 8-year-old girls adopted from China, with a focus on adoptive mothers’ decisions about their children's socialization and children's interest in and knowledge about China and being Chinese. Qualitative interviews of 10 mothers and their children were analyzed using a grounded theory approach. Three main categories were identified to further specify parental cultural socialization: (1) motivation, (2) approaches to differences, and (3) type of activities that differed in their contextual layers and their degree of structure. Findings additionally revealed the interplay between parents’ cultural socialization practices and children's interest in socialization, patterns of participation, and knowledge and understanding about China or being Chinese. Results suggest that parental cultural socialization in families with children adopted internationally and transracially is more dynamic, complex, and layered than previously thought.     

THE ROLE OF PARENTS IN THE MAINTENANCE OF SECOND GENERATION VIETNAMESE CULTURAL BEHAVIORS

Although previous research shows that biculturalism is adaptive for the children of immigrants, in the United States there is a great deal of pressure for assimilation. This study examines whether parents who model cultural behaviors and encourage interaction with co-ethnics increase the likelihood that their adult children will engage in cultural behaviors. Data are from a survey of second generation Vietnamese members between the ages of 18 and 30 (N=66) living in Atlanta. Results indicate parents' cultural behaviors (speaking and reading) affect adult children's cultural skills and the ethnic composition of their social networks enhances the likelihood that their children's networks are ethnically based. Moreover, the parents' influence is direct, not mediated by children's social networks. Mothers exert stronger influence than fathers, but respondents' own gender does not predict cultural retention. We discuss results in terms of implications for maintaining ethnic cultures in a context that encourages assimilation.     

Children's Psychological Response to Parental Victimization

Abstract

This study found that African American children, 6 through 12 years of age, whose parents had been victims of community violence (i.e., gunshot or stabbing) experienced distress symptoms differently, depending on their gender. In the authors' previous work (Dulmus & Wodarski, 2000), children, age 6-12, whose parents were victims of community violence (e.g., gunshot, stabbing), and whose victimization the children did not witness, were found to be experiencing distress symptoms related to their parents' victimization. The purpose of this current study was to do further analysis to examine children's psychological response to parental victimization by gender. Results indicated that all children in the study were experiencing symptoms in the borderline clinical range as measured by the total score on the Child Behavior Checklist (CBCL), with females having a mean score of 39.5 and males having a mean score of 38. The differences that were found by gender were in children's expression of symptoms; with females experiencing more internalizing symptoms (i.e., withdrawn, somatic complaints, anxiety, depression) and males experiencing more externalizing symptoms (i.e., aggression, delinquent behaviors). Such results support feminist theory, which suggests that girls and boys respond differently to stimuli because of gender differences related to socialization. Such distinctions may be clinically useful when choosing approaches to behavioral interventions.     

Children's Emotional Regulation and Social Competence in Middle Childhood

SUMMARY

Associations among parental behaviors, children's emotional reactivity, and dimensions of children's social competence were examined. Fourth grade children (N = 103) and their parents participated in a laboratory discussion task. Parent-child relationship qualities, parental emotion socialization behaviors, measures of children's emotional regulatory abilities, and social competence (assessed by teachers and peers) were obtained. Results indicated that parents' behaviors in the discussion task were related to both children's emotional and social competence. Both mothers' and fathers' behaviors were linked to children's emotional regulatory abilities and social competence. In addition, children's emotional regulation was related to children's social competence. Only limited evidence of the mediating role of emotion regulation was found. Implications for relative roles of mothers and fathers in the emergence of emotional and social competence were noted.     

Multicultural desires? Parental negotiation of multiculture and difference in choosing secondary schools for their children

This paper considers the ways in which parents talk about choosing secondary schools in three areas of Greater Manchester. It argues that this can be a moment when parents are considering their own attitudes to, and shaping their children's experiences of, multiculture. Multiculture is taken as the everyday experience of living with difference. The paper argues that multiculture needs to be understood as shaped not only by racialized, ethnic or religious difference (as it is commonly understood) but also by other differences which parents may consider important, particularly class and approaches to parenting. We stress the need to examine what parents say about schooling in the context in which they are talking, which is shaped by local areas and the experiences of their children in primary schools. Based on interviews with an ethnically mixed groups of parents from different schools, we show how perceptions of the racialized and class demographics of schools can influence parents' choice of secondary schools. The paper also argues that attention needs to be paid to the ways in which terms such as ‘multicultural’ and ‘mix’ are applied uniformly to very different contexts, be they particular schools or local areas, suggesting there is a paucity of language in Britain when talking about multiculture.     

Connections and Constraints: The Effects of Children on Caregiving

This article assesses the effects of children on parents' involvement in caregiving. On the basis of interviews with 273 respondents, we address the effects of having children on care given to kin and nonkin; assess the effects of children's characteristics, especially age and gender, on the help mothers and fathers provide; and examine how these vary with mothers' employment. Overall, we find that the presence of children connects parents into networks of care more than it constrains them. The effects vary depending on the characteristics of the child (including age and gender) as well as characteristics of the parent (like gender and employment).     

Parents' Relationship Quality and Children's Behavior in Stable Married and Cohabiting Families

Although an extensive literature has shown that family structure is linked with child well‐being, less well understood is how the dynamics within families affect children, in particular the extent to which positive mother–father relationship quality is linked with children's outcomes. In this study the authors used data from the Fragile Families and Child Wellbeing Study (N = 773) to examine how couple supportiveness in stable coresident families is related to children's externalizing and internalizing behavioral problems over ages 3 through 9. Using latent growth curve and fixed effects models, they found that parents' greater supportiveness has a slight association with lower levels of children's behavioral problems. Using cross‐lagged structural equation models to examine the direction of the association, they also found some evidence that parents' relationship quality and children's behavioral problems are reciprocally related. Overall, this study suggests that more positive couple interactions are beneficial for children residing with both of their biological parents.