Traditional and Nontraditional Mothers' Communication with Their Daughters and Sons

Weitzman, Nancy; Birns, Beverly; Friend, Ronald

doi:10.2307/1130101

Cited by 20 publications

(3 citation statements)

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“…This finding also reflects the general literature of gender socialization differences. Parents of boys reported a greater emphasis on achievement and competition, control of feelings, and conformity to rules (Bronstein, 1988; Weitzman, Birns, & Friend, 1985). Girls' parents, on the other hand, reported a greater emphasis on close interpersonal relationships, encouragement to talk about troubles, and more frequent physical affection, comfort, and reassurance (Shapiro, 1990).…”

Section: Discussionmentioning

confidence: 99%

Effects of parental marital status, income, and family functioning on African American adolescent self-esteem.

Mandara¹,

Murray²

2000

Journal of Family Psychology

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This study examined the effects of marital status, family income, and family functioning on African American adolescents' self-esteem. One hundred sixteen adolescents participated, 64% of whom were female. Compared with boys with nonmarried parents, boys with married parents had higher overall self-esteem, even when family income and family functioning were controlled. Parental marital status had no effect on girls' self-esteem. Family functioning was a very strong predictor of self-esteem for both sexes. However, family relational factors were more important to girls' self-esteem, whereas structural and growth factors were more important for boys. It was concluded that African American adolescent boys with nonmarried parents are at risk for developing low self-esteem compared with other African American adolescents, but a more controlled and structured environment may buffer the effects of having nonmarried parents.

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Section: Discussionmentioning

confidence: 99%

Effects of parental marital status, income, and family functioning on African American adolescent self-esteem.

Mandara¹,

Murray²

2000

Journal of Family Psychology

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“…Kruper [•] & Uzgiris (1985), for example, reported that parents of male infants used more explanations than parents of female infants. Weitzman, Birns & Friend (1985) found mothers in a storytelling task to talk more, ask more questions, do more verbal teaching, and use more action verbs with sons than with daughters. Weitzman, Birns & Friend (1985) found mothers in a storytelling task to talk more, ask more questions, do more verbal teaching, and use more action verbs with sons than with daughters.…”

Section: Introductionmentioning

confidence: 93%

Parents' speech to toddlers: the effect of play context

O’Brien

Nagle

1987

J. Child Lang.

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The language of mothers and fathers to their toddler sons and daughters at play with three different types of toy was analysed for both sentence types and structural elements. Two of the play contexts, dolls and vehicles, were highly sex-role stereotyped, and the third, shape sorters, was neutral. Few differences in speech were found as a function of either parent or child gender. Each of the three play contexts, however, elicited its own language pattern. With dolls, parental speech was characterized by a relatively large amount of language and a frequent use of questions and nouns, especially by contrast with vehicle play, which involved little language. Play with shape sorters elicited a high proportion of directives and attentionals and a relatively low variety in language. These results suggest that children who play frequently with dolls may receive more opportunities to learn and practise language than do children who select other toys for play. In this way early toy preferences may contribute to differential socialization by parents.

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“…The data were analyzed using Pearson correlations, t-tests, and analysis of variance (ANOVA), and where appropriate, we controlled for child gender in our data analysis as parents have been found to use more number words with boys than girls as early as 30 months old (Weitzman et al, 1985).…”

Section: Mathematically Related Gesturesmentioning

confidence: 99%

Gesturing about number sense

Lee

Kotsopoulos

Tumber

et al. 2014

Journal of Early Childhood Research

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Gestures such as finger counting, pointing, and touching have been found to facilitate mathematical development in preschool and school-aged children. However, little is known about the types of mathematically related gestures used by parent-toddler dyads to facilitate early mathematics learning during the first 3 years of life. A total of 24 children (12 boys and 12 girls) between 18 and 25 months of age and their parents participated in a recorded 30-minute play session at home. After the play session, each child completed a task to ascertain his or her counting ability from one to five. Parents initiated significantly more instances of mathematically related gestures than did the children. In contrast, children responded with more gestures to mathematically related talk than did their parents. The most frequent types of gestures produced are collecting/grouping of items in an array, counting objects while enumerating, tapping/touching, holding up, and pointing at an item. A total of 13 children demonstrated some understanding of the five counting principles except the cardinality principle proposed by Gelman and Gallistel. Our findings suggest that parents use specific types of mathematically related gestures during play with their toddlers.

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Traditional and Nontraditional Mothers' Communication with Their Daughters and Sons

Cited by 20 publications

References 0 publications

Effects of parental marital status, income, and family functioning on African American adolescent self-esteem.

Effects of parental marital status, income, and family functioning on African American adolescent self-esteem.

Parents' speech to toddlers: the effect of play context

Gesturing about number sense

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