Chapter 7 Flashcards
1
Q
Why are children now economic liabilities?
A
- children used to be economic assets because parents could get free labour from them, but this can’t happen anymore due to…
- Child protection legislation -> stopped exploitation of children
- Mass education + legislation that made school mandatory for children -> took kids out of labour force and put them into school
2
Q
What is the North American/European goal of parenting?
A
- successful rearing of children into adulthood
- “successful” means adult child is economically independent from parents (to reach independence, kids must have social skills and academic achievement)
3
Q
2 major schools of thought
A
- Empiricism: all learning depends on experience; tied to John Locke’s blank slate theory. Cases of socially isolated children (ie. Genie, Isabelle and Anna) support blank slate theory because no development happens
- Rationalism: all humans carry pre-existing forms of knowledge (Socrates)
4
Q
3 models of parent-child effects
A
- Parent-to-child unidirectional model: all effects on the child flow unidirectionally from parent to child (parents have to write upon their children’s blank slate)
- Child-to-parent unidirectional model: child’s temperament (“humours”/personality traits) affects the parents
- Bidirectional parent-child model: children could affect parents; parents could affect child -> Exchange theory: parent could reward child for good behaviour by smiling; child could reward parent for good parenting by smiling
5
Q
levels of analysis
A
- Individual: parent or child
- Dyad: parent and child
- Group: family
6
Q
2 areas for child outcomes
A
- Child compliance: child’s response to directions from responsible adults (techniques include coercion, ridicule, love withdrawal, threats, punishments, reasoning, etc.)
- Child achievement (made up of both social and academic achievement)
7
Q
4 parenting styles
A
- Authoritative
- Authoritarian
- Permissive
- Uninvolved
8
Q
Belsky’s Process model
A
- bidirectional model
- effect of parenting is joined with characteristics of the child
- parenting is product of parents’ marriage and work, and interacts with child temperament and development
- child’s development integrates with personality and temperament
9
Q
2 types of aggression
A
- Pro-social aggression: enforces the norms of society (ie. Standing up to bullies, reporting a crime)
- Anti-social aggression: antiethical and fails to support norms of society (ie. Butting in line, hitting)
10
Q
Negative and positive effects of spanking
A
- Negative: negative influence on child’s intellectual development, behaviour, IQ, etc. (with the exception of Asian countries)
- Positive: immediate compliance, spanking may not be any worse than other discipline methods (ie. Love withdrawal, isolation, etc.
11
Q
5 things that transmit social class intergenerationally
A
- Status
- Education
- Endowments
- Habitus
- Physical punishment
12
Q
2 types of status
A
- ascribed status: status you’re born into (ie. caste system)
- achieved status: status achieved through hard work
13
Q
education and social class
A
- education is responsible for much of inequality and mobility
- wealthy families can afford higher-quality education, which creates inequality amongst wealthy and poor children
14
Q
endowments
A
- Physical endowments: genetics, IQ
- Human capital: knowledge, skills
- Cultural capital: cultural practices appropriate to a class
15
Q
habitus
A
early habits an individual acquires that are part of an express the values of the social class structure (ie. Saying please and thank you, using a Kleenex to wipe your nose rather than your sleeve)
