Detroit Area Study, 1963: A Study of Family-School Relationships in Detroit

Litwak, Eugene; Meyer, Henry Cord

doi:10.3886/icpsr07402.v3

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“…Early sociological research in parenting looked at parenting changes over time and principally focused on class differences in child-rearing techniques and preference for child qualities. Early ethnographic research shows a shift in parenting emphasis from child bearing to child rearing, claiming that earlier parents had concentrated on fitting children into society, but by the 1920s, parents were more interested in enhancing their children's development (Lynd and Lynd 1929). Alwin (1984) showed a decline in parental preference for child qualities associated with obedience and an increase in parental preference for child qualities associated with autonomy or self-direction within the general population over the twentieth century.…”

Section: Prior Research On the Social Constructions Of The Parenting mentioning

confidence: 99%

“…Alwin (1984) showed a decline in parental preference for child qualities associated with obedience and an increase in parental preference for child qualities associated with autonomy or self-direction within the general population over the twentieth century. Parental preference for obedience or autonomy has been looked at over time (Alwin 1984;Lynd and Lynd 1929;Wright and Wright 1976), between classes (Duvall 1946;Kohn 1969;Lynd and Lynd 1929), and across religious groups (Alwin 1986). Kohn (1969) further argued that differing parental work conditions are associated with child-rearing techniques and have implications for children's cognitive attainment and behavior.…”

Section: Prior Research On the Social Constructions Of The Parenting mentioning

confidence: 99%

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Parenting for Cognitive Development from 1950 to 2000

Schaub

2010

Sociol Educ

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Over the second half of the twentieth century, changes occurred in parent reports of their engagement in cognitive activities with their young children in the United States. This article argues that the growing trend of parenting for cognitive development in young children in the latter half of the twentieth century is associated with the institutionalization of mass schooling and the legitimization of cognitive development as a central feature of early childhood. The results show that all parents increasingly spent more time engaging in activities related to cognitive development so that by 1991, it was normative behavior. In addition, the results show that mothers' education became an increasingly better predictor of parenting for cognitive development over the second half of the twentieth century but in the last decade of the twentieth century, the association with mothers' education remained constant or diminished slightly as all families increasingly engaged in cognitive development activities.

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Section: Prior Research On the Social Constructions Of The Parenting mentioning

confidence: 99%