Age, Gender and Socioeconomic Differences in Parental Socialization Preferences In Guyana

Abstract

Studies of child socialization in the Caribbean are rare and the knowledge of such issues are at best fragmented. This study responds to the need for additional studies of the interactional features of Caribbean families and investigates the cognitive bases of socialization practices in the Caribbean region. Specifically, the study investigates the hierarchy of thirteen socialization values and the factors that differentiate their relative ranking. Using a sample of adults in the greater Georgetown area in Guyana, N=654 and a split ballot quasiexperiment, socialization values preferred for I 0 year-old, 13 year-old, and 16 year-old children are described . Though a clear pattern of generalized values emerged, the study uncovered subtle and important gender of child, gender of respondent differences as well as variation along a developmental continuum. Though not consistent as hypothesized, some socio-economic differences were also observed in socialization preferences. The need for further investigation of socialization values and practices are noted.

Do Guyanese mothers' levels of warmth moderate the association between harshness and justness of physical punishment and preschoolers' prosocial behaviours and anger?

“…The cultural–contextual argument stresses the role of a central component of maternal sensitivity and support, that being warmth and affection, in buffering the association between physical punishment and childhood behavioural outcomes. Our goal was to provide a further test of this hypothesis in a developing nation where physical punishment and demands of obedience are central to childhood training in rural and urban communities (see Cappa & Kahn, ; Leo‐Rhynie et al, 2009; Wilson et al, ).…”

“…There is good evidence of the strong endorsement of physical punishment in addressing childhood behavioural difficulties by parents and school‐aged children alike in several English‐speaking Caribbean nations (Brown & Johnson, ; Cappa & Kahn, ). More broadly, English‐speaking Caribbean families offer little praise to their children, use threats and commands to guide children's behaviours, and expect total obedience and compliance from them (Wilson, Wilson, & Berkeley‐Caines, ); non‐physical alternatives to disciplining children are seen as giving authority to children (Brown & Johnson, ). Nonetheless, with scarce resources and with the prevalence of multiple caregiving, cooperation and sharing are valued and emphasized at home, in schools and in the community at large (Leo‐Rhynie & Brown, ).…”

Sociocultural Perspectives on Adolescent Autonomy

“…Kohn (1963;1979) provided an additional explanation for the association between social class and socialization goals, proposing that parental values are linked with occupational conditions. He noted that middle class occupations are more likely to involve self-direction and individual effort, which leads to valuing these same characteristics as socialization goals (Kohn, 1963;1979;Wilson, Wilson & Berkeley-Caines, 2003;Wright & Wright, 1976). Working class occupations, in contrast, are subject to standardization and supervision, and depend more on collective action, all of which de-emphasize individuality and emphasize conformity and obedience.…”

Parenting in Caribbean Families

“…In addition, an estimated 4 million Caribbean immigrants live in the United States (U.S. Department of Justice, Immigration and Naturalization Service, 2000), while another 600,000 reside in the United Kingdom (Office for National Statistics, 2005). Existing research on British Caribbean families has described Caribbean parents as harsh and demanding in their parenting style, with strict expectations that their children display obedience, respect, and manners, as well as educational and social competence (e.g., Durbrow, 1999;Wilson, Wilson, & Berkeley-Caines, 2003). Harsh methods of disciplining children, such as the use of corporal punishment, are often endorsed by Caribbean parents (Arnold, 1982), and the parent-child relationship is usually not of an egalitarian nature (Millette, 1999).…”