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This article reviews studies that have examined whether Baumrind's parenting styles are related to child outcomes similarly in cultures where independence is said to be emphasized versus cultures where interdependence is said to be emphasized. I present evidence showing that Baumrind's parenting styles have similar function in both collectivist and individualist cultures. Based on these studies, I argue against the claim of some researchers that authoritarian parenting is not detrimental or authoritative parenting beneficial to the development of young people in cultures that are said to emphasize interdependence. However, more research is needed before conclusions can be reached about the extent to which the culture construct explains child-rearing effects on child development. Future directions for research, which include the importance of identifying diverse forms of parenting within interdependent cultures so as to distinguish the influence of functional and dysfunctional forms of parenting on child outcomes, are suggested.

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Are the effects of BAumrind's PArenting styles culturAlly sPecific or culturAlly equivAlent?nAdiA sorkhABi And JelAni mAndArABaumrind's authoritative model has had a profound impact on the direction of parenting research. research has found that european American children with authoritative parents are more competent, better adjusted emotionally, higher achieving, and less likely to use illicit drugs or engage in other risky behaviors compared with those with nonauthoritative parents (Baumrind, 1991b;Weiss & schwarz, 1996). however, whether the typology accurately describes non-european American styles of parenting is not clear. Baumrind's primary sample was almost exclusively high-functioning two-parent middle-class european American families, which leaves open the possibility that the authoritative model is applicable only to such families. furthermore, the earliest studies of parenting styles that included diverse samples found inconsistent results for non-european Americans (e.g., Baumrind, 1972;dornbusch, ritter, leiderman, roberts, & fraleigh, 1987). this led some researchers to argue that the effects of parenting depend on

A vast literature documents a host of advantages conferred upon middle class European American children whose parents employ an authoritative style of parenting, including enhanced academic achievement and positive behavioral outcomes. The literature is much less clear about the relationship between parental authority style and child outcomes in other cultural contexts. In this study, we examined the relations among authoritative, authoritarian, and permissive parenting styles and practices and several academic and behavioral outcomes among fifth grade Latino/a students. We found significant positive relations between parental authoritativeness and grades, academic engagement, social competence, self-regulation, and perspective-taking as well as negative relations between authoritativeness and aggression. We found no relations between authoritarian or permissive parenting styles and child outcomes. We consider these findings in light of what other researchers have posited about collectivist parenting styles and practices.

In this article, the controversy of divergent findings in research on parental socialization effects in different cultures is addressed. Three explanations intended to address divergent findings of socialization effects in different cultures, as advanced by researchers who emphasize cultural differences, are discussed. These include cultural differences in socialization values and goals of parents, parental emotional and cognitive characteristics associated with parenting styles, and adolescents' interpretations or evaluations of their parents' parenting styles. The empirical evidence for and against each of these arguments is examined and an alternative paradigm for understanding and empirical study of developmental outcomes associated with parenting styles in different cultures is suggested. Baum-rind's directive parenting style is presented as an alternative to the authoritarian parenting style in understanding the positive developmental effects associated with “strict” parenting in cultures said to have a collectivist orientation. Directions for research on the three explanations are mentioned.

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Parent-adolescent conflicts are examined as a function of parental rule construction, use of reason at points of disagreement, and regulation of personal, moral, conventional, and prudential social domains. Multiple regression analyses of interviews with mothers, fathers, and adolescents revealed that, across all perspectives, variations in parental use of reason explain unique variance in conflict frequency above and beyond rule construction or regulation of domains. Furthermore, based on mothers' reports about their parenting and adolescents' reports of their mothers, the domains mothers regulate do not explain unique variance in conflict frequency but fathers' reports about their parenting and adolescents' reports of their fathers do. Differences in parents' and adolescents' perspectives are examined and it is concluded that content and form of parenting are both important in explaining conflict in differential ways between mother-adolescent and father-adolescent dyads.